Teacher’s Guide
Sue Merifield
3
4652094 Mosaic TG3 LOMCE PRESS.indb 1
30/06/2015 11:13
'REAT÷#LARENDON÷3TREET ÷/XFORD ÷ƭƶɁ÷ɅƢƮ ÷5NITED÷+INGDOM
/XFORD÷5NIVERSITY÷0RESS÷IS÷A÷DEPARTMENT÷OF÷THE÷5NIVERSITY÷OF÷/XFORD
)T÷FURTHERS÷THE÷5NIVERSITYS÷OBJECTIVE÷OF÷EXCELLENCE÷IN÷RESEARCH ÷SCHOLARSHIP
AND÷EDUCATION÷BY÷PUBLISHING÷WORLDWIDE÷/XFORD÷IS÷A÷REGISTERED÷TRADE÷
MARK÷OF÷/XFORD÷5NIVERSITY÷0RESS÷IN÷THE÷5+÷AND÷IN÷CERTAIN÷OTHER÷COUNTRIES
š˜/XFORD÷5NIVERSITY÷0RESS÷ɁȿɀɃ
4HE÷MORAL÷RIGHTS÷OF÷THE÷AUTHOR÷HAVE÷BEEN÷ASSERTED
&IRST÷PUBLISHED÷IN÷ɁȿɀɄ
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÷ ÷ ÷ ÷ ÷ ÷ ÷ ÷ ÷ !LL÷RIGHTS÷RESERVED÷.O÷PART÷OF÷THIS÷PUBLICATION÷MAY÷BE÷REPRODUCED ÷STORED÷IN÷A÷RETRIEVAL÷
SYSTEM ÷OR÷TRANSMITTED ÷IN÷ANY÷FORM÷OR÷BY÷ANY÷MEANS ÷WITHOUT÷THE÷PRIOR÷PERMISSION÷
IN÷WRITING÷OF÷/XFORD÷5NIVERSITY÷0RESS ÷OR÷AS÷EXPRESSLY÷PERMITTED÷BY÷LAW ÷BY÷LICENCE÷OR÷
UNDER÷TERMS÷AGREED÷WITH÷THE÷APPROPRIATE÷REPROGRAPHICS÷RIGHTS÷ORGANIZATION÷%NQUIRIES÷
CONCERNING÷REPRODUCTION÷OUTSIDE÷THE÷SCOPE÷OF÷THE÷ABOVE÷SHOULD÷BE÷SENT÷TO÷THE÷%,4÷
2IGHTS÷$EPARTMENT ÷/XFORD÷5NIVERSITY÷0RESS ÷AT÷THE÷ADDRESS÷ABOVE
9OU÷MUST÷NOT÷CIRCULATE÷THIS÷WORK÷IN÷ANY÷OTHER÷FORM÷AND÷YOU÷MUST÷IMPOSE÷
THIS÷SAME÷CONDITION÷ON÷ANY÷ACQUIRER
,INKS÷TO÷THIRD÷PARTY÷WEBSITES÷ARE÷PROVIDED÷BY÷/XFORD÷IN÷GOOD÷FAITH÷AND÷FOR÷INFORMATION÷
ONLY÷/XFORD÷DISCLAIMS÷ANY÷RESPONSIBILITY÷FOR÷THE÷MATERIALS÷CONTAINED÷IN÷ANY÷THIRD÷PARTY÷
WEBSITE÷REFERENCED÷IN÷THIS÷WORK
Photocopying
4HE÷0UBLISHER÷GRANTS÷PERMISSION÷FOR÷THE÷PHOTOCOPYING÷OF÷THOSE÷PAGES÷MARKED÷
@PHOTOCOPIABLE÷ACCORDING÷TO÷THE÷FOLLOWING÷CONDITIONS÷)NDIVIDUAL÷PURCHASERS÷MAY÷
MAKE÷COPIES÷FOR÷THEIR÷OWN÷USE÷OR÷FOR÷USE÷BY÷CLASSES÷THAT÷THEY÷TEACH÷3CHOOL÷PURCHASERS÷
MAY÷MAKE÷COPIES÷FOR÷USE÷BY÷STAFF÷AND÷STUDENTS ÷BUT÷THIS÷PERMISSION÷DOES÷NOT÷EXTEND÷TO÷
ADDITIONAL÷SCHOOLS÷OR÷BRANCHES
5NDER÷NO÷CIRCUMSTANCES÷MAY÷ANY÷PART÷OF÷THIS÷BOOK÷BE÷PHOTOCOPIED÷FOR÷RESALE
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ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɅɄɀɇɁ÷ȿ÷
ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɅɄɁɀɁ÷Ƀ÷
4EACHERS÷'UIDE
4ESTS÷AND÷2ESOURCES÷$ISC
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The publishers would like to thank the following teachers who have contributed to the development of this course,
INÛPARTICULAR:
3ALOMÌ÷!RRIZABALAGA÷AND÷THE÷%NGLISH÷DEPARTMENT ÷)%3÷-ENDEBALDEA÷"() ÷0AÐS÷6ASCO÷)SABEL÷"ASANTA÷
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The publishers would also like to thank all teachers who were interviewed, took part in Focus groups, or who
answered questionnaires during the development of this course.
The publisher would like to thank the following for their permission to reproduce photographs÷!LAMY÷)MAGES÷
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4652094 Mosaic TG3 LOMCE PRESS.indb 2
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Contents
Introduction
Teaching notes
Course overview
iv
Starter unit
4
Mosaic methodology
v
Unit 1 Time for change
9
Course components
vii
Unit 2 Storytelling
21
Guide to Student’s Book 3
ix
Unit 3 Choices, choices
33
Guide to Workbook 3
xv
Project 1 A class survey
44
Guide to the iPack
xvii
Unit 4 Communication
47
Teaching tips
xviii
Unit 5 A life of crime
59
Mixed ability
xx
Unit 6 Creativity
71
Special Educational Needs
xxii
Project 2 Read all about it!
82
Using technology
xxiii
Unit 7 A big improvement
85
Video in the ELT classroom
xxiv
Unit 8 Living together
97
CLIL
xxv
Unit 9 A better world
109
Key competences
xxvi
Project 3 My local area
120
Some examples of key competences in Mosaic
xxvii
CLIL
123
Pronunciation practice
132
Audio scripts
135
Workbook answer key
147
Evaluation and testing
Student self-assessment checklists
Evaluation record sheet
End-of-year self-assessment
4652094 Mosaic TG3 LOMCE PRESS.indb 3
xxxi
xxxiii
xxxviii
xxxix
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Introduction
Course overview
Mosaic course description and aims
Mosaic offers students and teachers a fresh approach to
learning English. Skills are integrated with grammar and
vocabulary to create a more contextualized focus for language
acquisition and development.
In preparation for the course, extensive face-to-face research
was carried out across Spain with over 150 teachers. The initial
findings were followed up with comprehensive surveys to both
fine-tune and confirm the findings. Teachers were consulted
and listened to at all stages of development – from pre-concept
to publication.
Three main requirements dominated the findings. Here is how
Mosaic responds to them.
1 To motivate students so they become more engaged with
their learning.
Authentic material is a key feature of Mosaic’s text and
practice, demonstrating real-life topics and situations.
Mosaic offers a range of digital products (including video,
animation and games) to contextualize learning in the 21st
century classroom.
2 To encourage effective communication and activate
students’ language.
Mosaic includes regular Language in action tasks to get
students talking. In level 3, Round up is an exciting interactive
video show in which students play an active role.
3 To accommodate all students through providing material at
a range of levels.
The variety of mixed-ability solutions included in the iPack,
the Workbook and on the Tests and Resources Multi-ROM
meets the needs of all students.
The material in Mosaic implements the latest research in first
and second language learning, addressing the identified needs
and expectations of both teachers and students.
Mosaic also strictly aligns with the educational requirements as
outlined in the LOMCE and ensures recommended progress
and learning outcomes are covered throughout.
Course aims
Meaningful learning is at the heart of Mosaic, which is
reflected in the adopted course methodology with its focus on
integrated skills and meaning-centred learning.
•
•
•
iv
To develop effective communication
Practical English pages focus on real-life communicative
situations, stimulating students’ engagement.
Language in action at the end of each page offers regular
short production tasks to develop critical thinking and
encourage collaboration.
Speaking tasks begin simply to build confidence then develop
by revising and extending gradually to encourage more
independence.
• Writing pages offer a step-by-step approach to develop
students’ writing.
•
•
•
•
•
•
•
To make learning more meaningful and transferable
Warm-up pages invite students into the topic through
interesting images, personalization questions and video.
Broad umbrella topics focus on a different facet of the subject
area on each spread, which builds on and enriches students’
overall knowledge.
Texts about real people, places and events in the course give
students the opportunity to learn more about them online,
to reinforce their understanding and extend their knowledge.
Mosaic revises and extends language using fresh contexts
and introducing new aspects. Cumulative and Consolidation
work built in throughout the course helps teachers monitor
students’ understanding and retention of the language.
To develop a deeper understanding of English usage
Mosaic contextualizes all new language to give clear examples
of how the target structures and vocabulary are used.
The Grammar animation on the iPack provides a fun cartoon,
which presents situational grammar and offers clear visual
examples of the structures.
Inductive grammar rules in the Student’s Book leads students
to a more memorable discovery of the form and usage of the
language presented.
To provide suitable material for a range of abilities
• Optional Preparation tasks on the iPack offer students
•
•
•
additional support for the tasks in the Student’s Book.
Optional Extension tasks on the iPack provide extra skills
practice for fast finishers.
One- to three-star tasks for grammar and vocabulary on
the iPack enable the teacher to choose appropriate tasks
according to students’ levels.
One- to three-star tasks in the Workbook and on the Tests
and Resources Multi-ROM make managing mixed-ability
classes efficient.
To teach natural, everyday English
• Students are more likely to improve in fluency if they are
•
•
encouraged to pick up ‘chunks’ of functional language and
use them in communicative contexts.
The Practical English focus in each unit offers carefully
staged dialogue practice. Students hear the language
being modelled in a situational context and then practise
the language themselves through fluency tasks and the
Interactive video ‘Your turn’ task.
Functional language is part of the core vocabulary and so
is practised in the Workbook and Resource material and
included in the Tests.
Course overview
4652094 Mosaic TG3 LOMCE PRESS.indb 4
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•
•
•
To focus on developing students as active and successful
participants in 21st century communities
The seven Key competences are developed in Mosaic
through the wide range of tasks included in the course from
the core language presentation and practice pages to the
Projects, Pronunciation and CLIL material.
Some of the features in Mosaic develop the Key competences
including:
• Learn it! (Learning to learn competence)
• Say it! (Linguistic communication competence)
• Language in action (Digital, and Cultural awareness and
expression competences)
• Projects (Social and civic, and Sense of initiative and
entrepreneurship competences)
• Research it! (Digital, and Sense of initiative and
entrepreneurship competences)
For a more detailed description of the Key competences
and cross referencing to the coverage in Mosaic, see
pages xxvi–xxx.
To encourage the use of technology in the classroom
• The iPack is more than a digital presentation tool. It allows
•
•
•
•
•
for different ways of engaging with students, creating variety
and a more dynamic classroom environment.
Video is visually appealing and captures students’
imaginations. Mosaic includes three videos per unit: a Warmup video to introduce the topic and present the target
language in context, a Culture video to extend students’
knowledge about the world and an exciting Interactive video
in which students interact with the presenters and guests.
Students love cartoons, so what better way to present target
grammar than through an animation to grab their attention.
The iPack also contains additional interactive tasks, interactive
vocabulary presentation and a digital class game at the end
of each unit to recycle the language of the unit.
Digital versions of Mosaic Student’s Book and Workbook are
available through the code printed inside the front cover of
the print books.
Students can also download the course-specific VocApp on
their Smartphones for free to practise course vocabulary
through games or can go online to the Oxford Online
Learning Zone for non course-specific additional material.
Mosaic methodology
An integrated approach
During the research stage for this project, it became clear that
teachers were looking for a fresh approach to teaching English.
Educators expressed a resounding preference for material
that is more natural, more intuitive and closer to how we
naturally learn a language; material that places students at the
centre of their learning. This motivated our overall approach
to developing the course with a focus on meaning-centred
learning. In practical terms, this means that the language
systems: grammar, vocabulary and pronunciation, are not
taught and practised in isolation but through the four skills. This
methodology is typically known as the integrated approach.
Across all four levels of Mosaic, the syllabus has been carefully
planned and developed in close consultation with teachers and
is fully compatible with the requirements of ESO.
This section offers an overview of the distinct elements of the
language systems with the integration in the four skills in order
to explain the methodology and pedagogy behind each one.
Vocabulary
Each unit has two core vocabulary sets, which are generally
topic based. In the earlier levels, the lexical sets in some units
are also of the same word class (e.g. verbs, nouns, adjectives) for
ease of processing. In addition, Mosaic offers a carefully planned
and sourced functional language phrases that appear on the
Practical English page. These two elements make up the ‘core
vocabulary’ for all students to access and learn.
For stronger students who can cope with a more extensive
vocabulary list, there are two ‘Extra vocabulary’ sets in each unit.
These short sets of five or six words appear in the reading texts.
Finally, Learn it! vocabulary focuses on words and phrases
that often cause difficulty for the target learners. The Extra
vocabulary and the Learn it! language are practised and tested
in two- and three-star tasks and tests only.
The two core vocabulary sets are supported by presentation
and practice tasks on the iPack. The graded practice tasks can
also be printed from the Tests and Resources Multi-ROM.
New target vocabulary appears in reading and listening
texts and in the grammar tasks, ensuring further exposure to
familiarize students with the language before they use it in the
more productive tasks in the Language in action section.
On the Language summary page, students can find a list of
the target vocabulary they will be expected to learn.
Recycling is carefully planned and systematically integrated
in Mosaic. Target vocabulary appears in texts and tasks in the
Unit Review, throughout the Student’s Book and in the iPack
additional material.
The Workbook provides additional graded vocabulary
practice in each unit, and the target language also appears in
the Consolidation and Cumulative tasks. At the back of the
Workbook, students can compile their own ‘dictionary’ and can
find additional practice.
The Tests and Resources Multi-ROM includes additional
vocabulary worksheets at three levels. Vocabulary is assessed in
the Unit tests, End-of-term and End-of-year tests.
Course components
4652094 Mosaic TG3 LOMCE PRESS.indb 5
v
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Grammar
The guided-discovery approach to grammar engages students
with their learning and combined with the integrated skills
methodology of the course results in more meaningful
presentation and practice of the target language.
Each unit of Mosaic covers two main grammar points. New
structures appear in context in the reading or listening text.
After the exploitation of these texts, teachers can choose to
present the new structure through a fun cartoon by using the
Grammar animation on the iPack. The animation features the
main character ‘Pip’ along with his friends. Each episode tells a
short story which contextualizes the grammar point, followed
by visual representation of how the structures are formed.
Inductive grammar rules encourage students to derive the
form and rule through analysis and reflection developing
independent learning. If the teacher feels the grammar point
needs to be explained further, more detailed tables are included
on the Language summary pages and in the Grammar
reference at the back of the Workbook. Additional graded
tasks are included on the iPack, which can also be printed
from the Tests and Resources Multi-ROM. Students are given
the opportunity to produce the language more freely in the
Language in action section.
As with vocabulary, recycling is a priority in Mosaic and the
target structures appear in texts and tasks in the Unit Review
and in the iPack additional material, as well as throughout the
rest of the level as appropriate.
Grammar is also recycled and developed across the four levels
of the course. Additional information is added each time
to build on students’ knowledge of English usage from the
previous levels.
The Workbook provides additional graded grammar practice
in each unit, and the target language also appears in the
Consolidation and Cumulative tasks. At the back of the
Workbook, students can find additional practice. The Grammar
reference pages have also been translated into four languages:
Basque, Catalan, Galician and Spanish. These are available to
download and print from the iPack.
The Tests and Resources Multi-ROM includes additional
grammar worksheets graded at three levels. Grammar also
forms part of the Unit tests, End-of-term and End-of-year tests.
Skills practice
Reading plays an important part in language learning.
Mosaic includes a wide range of text types, including articles,
web pages, stories, recipes, emails, video scripts and interviews.
All texts are carefully graded and aim to provide interesting
information in a realistic way. The two main reading texts in
each unit and the CLIL texts are recorded on the Class audio CD
or can be played directly from the iPack.
Reading texts are used in different ways throughout the book:
To preview and recycle grammar and vocabulary: the main
text in each unit is used to practise the first vocabulary set and
to preview new grammar points. It is graded at a language level
which is slightly higher than students have actually reached,
and which presents a degree of challenge. Texts in Around the
world also recycle language from previous units.
vi
For reading comprehension: The first exercise typically
develops subskills like skimming and scanning to ensure that
students gain a global understanding of the text. Subsequent
exercises ask students to read for specific information. Words
are highlighted in the text and students are invited to work out
their meaning from the context.
Shorter texts appear throughout the course to recycle and
practise grammar and vocabulary, to provide a writing sample
and as realia to set the context for listening or speaking tasks.
The texts on the CLIL pages focus on cross-curricular subjects
such as Maths, Geography and Science. Each topic area has
been carefully selected to tie in with the topic of the unit as
well as the curriculum for that subject area in ESO 3. The texts
introduce subject-specific vocabulary.
To help students with reading, look at the background
information notes in the Teacher’s Guide so that you can preteach vocabulary if necessary, and pre-empt any difficulties.
Reading preparation tasks on the iPack are included with some
texts. Discuss the photos with the class, eliciting as much key
vocabulary as possible and elicit some general information
about the topic before you begin reading. The Workbook offers
further reading practice.
Listening forms an important part of language development
and can help improve oral production. With this in mind, Mosaic
offers many opportunities for listening:
• two listening comprehensions per unit
• three videos per unit
• dictations and Say it! (pronunciation) tasks
• additional listening practice on the Practical English page
The listening texts provide a range of speakers in different
situations, including radio programmes, interviews,
conversations and announcements. A range of mild regional
and international accents have been used for authenticity.
The main listening comprehension texts in Mosaic present the
second vocabulary set and grammar point in context.
Listening preparation tasks on the iPack help students prepare
for the listening exercise. Students then listen to the audio to
gain a general understanding of the text and develop the skill
of listening for gist. The final exercise asks students to listen for
specific information.
Dictation also features in most units. It is important for students
to be able to recognize the language they have learned in
both written and oral form. Dictation tasks include five or six
sentences which focus on the vocabulary and grammatical
structures of the unit. This intensive listening practice helps to
fine tune the ear and creates a deeper association with the
aural and written form of the language.
Speaking plays an important role in Mosaic with many
opportunities for students to participate in speaking activities
practising both accuracy and fluency.
The Warm-up page presents the unit topic and encourages
students to activate language connected to the topic.
Throughout the course personalization tasks appear either in
the Student’s Book or Teacher’s Guide in which students are
asked to give their opinion or relate a personal experience.
Pronunciation practice
4652094 Mosaic TG3 LOMCE PRESS.indb 6
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Each ‘lesson’ culminates in Language in action tasks which offer
opportunities for students to practise the language they have
been learning in a freer and often more personalized way.
The Practical English page presents and practises useful
functional language from everyday contexts, from the
practical: making travel arrangements to the more personal:
expressing preferences. Realia is used to establish the situation
and the functional language is then presented in context
through a listening. Students are then guided through a range
of tasks, which culminate in a freer dialogue.
The Interactive video (Round up) is an exciting television show,
which runs throughout the level . It features engaging reports
and entertaining interviews. At various stages of each episode,
viewers are asked to select from options to answer questions.
The functional language has been weaved into the episodes on
the Practical English page and ‘YOUR TURN’ offers students the
opportunity to interact. At the end of these episodes, the iPack
offers Dialogue practice giving all students the opportunity to
take part in a more controlled way.
The nine Communication pages on the Tests and Resources
Multi-ROM offer additional speaking practice with practical
outcomes.
Structured Pronunciation also features in every unit.
Say it! tasks target specific sounds, word stress, sentence stress
and intonation. The syllabus has been developed especially
for Spanish speakers. Each unit provides intensive practice
on a particular point with additional practice at the back of
the Student’s Book. All the pronunciation tasks include audio
examples on the audio CD and on the iPack.
Mosaic 3 devotes a page in every unit to guided Writing
activities. The final writing tasks cover a variety of different
text types, such as emails, articles, video scripts and reports.
The Model text shows clear paragraph structure and uses
target language from the unit in simple sentence patterns.
The model text also exemplifies a language point, such as
time expressions, conjunctions or punctuation. There is
practice of this language point in the Look at language
section before students move on
to the Writing task. The Writing preparation on the iPack
offers help in planning the writing task. The paragraph plan
shows them how to structure their notes into paragraphs and
how to begin each paragraph.
The Workbook offers a similar writing task to consolidate the
points focused on in the Student’s Book.
Other writing opportunities include: some of the Language in
action tasks, each Unit review includes a short writing task and
the Projects offer more extensive and freer writing practice.
Course components
Student’s components
The Student’s Book:
• nine 12-page units of integrated skills.
• each unit begins with a warm-up page introducing the topic and the first main
vocabulary set.
• the two main grammar points are presented and practised through a reading
(1) and a listening (2) text. The second main vocabulary set is also on the
listening page.
• two pages are devoted to a Culture text (Around the world) and Speaking
(Practical English). One page is devoted to developing writing.
• at the end of each unit there is a Language summary page and a Review.
• three projects are included to help students use the language they have
learned in a practical context.
• nine CLIL extra pages at the back of the Student’s Book cover a range of ESO3
subjects.
• three pages of Pronunciation practice complete with audio offers extra
practice of the Say it! points.
• an irregular verbs list.
The Workbook:
• eight pages of additional practice for each of the Student’s Book units. This
includes four pages of graded vocabulary and grammar practice and two
pages of graded reading and writing practice.
• at the end of each unit there are two pages of Review and Cumulative review.
• a 40-page Grammar and Vocabulary reference with practice tasks for each
grammar point and the unit vocabulary.
• an irregular verbs list.
Pronunciation practice
4652094 Mosaic TG3 LOMCE PRESS.indb 7
vii
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The VocApp:
• students practise the vocabulary from the Student’s
Books on their smart phones at their own pace.
• translations into four languages (Spanish, Catalan,
Galician and Basque).
• audio for each item in the word list.
• two types of quizzes for students to test their knowledge.
• personal top scores for students to track their progress
over time.
12:33
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practice including:
• articles, podcasts, videos, and other features.
• tasks are automatically marked and students’
scores are recorded in the Gradebook.
• access via www.oxfordplus.es
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Teacher’s components
Speaking, Listening and
Vocabulary
2
1.03 Listen to a conversation. Which activities in
the picture in exercise 1 do the speakers suggest?
3
1.03 Listen again. Write sentences about Adam and
Bea. Use the correct form of the verbs.
Bea:
The Teacher’s Guide contains:
• a wealth of information about the
methodology of the course, key
competences, mixed-ability and
other areas of interest.
• photocopiable Students’ SelfAssessment Checklists.
• teaching notes and answer keys
for all the Student’s Book material.
• background notes, cultural
information, and language notes.
• audio transcripts.
• the Workbook answer key.
The Tests and Resources Multi-ROM contains:
• printable and photocopiable worksheets and tests in pdf and
•
•
•
•
•
•
•
•
•
editable Word formats.
30 graded grammar and vocabulary worksheets (1–3 star).
nine CLIL extension worksheets for each of the CLIL topics in the
Student’s Book.
nine video scripts for drama lessons through English.
nine communicative pairwork worksheets to offer extra speaking
practice in the classroom.
ten extra practice worksheets, which are also available on the iPack.
a diagnostic test and 27 graded unit tests including listening,
vocabulary, grammar, reading and writing activities (1–3 star).
three end-of-term tests and an end-of-year test at three levels (1–3
star).
speaking tests for each unit, end-of-term and end-of-year tests.
audio for the listening tests.
The Teacher’s edition of the
Workbook contains:
• all the content of the Workbook
with answers included.
The four Class audio CDs contain:
• all the listening material for
the Student’s Book, including
Pronunciation and CLIL.
• the listening material for the tests.
viii
1
Read the Language point. Then ask and answer
questions about the activities in the pictures.
Language point
like + -ing / noun
go shopping … Adam: …
What’s new?
In this
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• wwrite
be crazy about can’t stand hate
love not like not mind prefer
I like pizza.
I don’t like playing computer games.
1 Adam (…) shopping.
2 Bea (…) going to the pool.
3 She (…) scuba diving to swimming.
4 Adam and Bea (…) going to the cinema, but Bea (…)
comedies.
5 Adam (…) rollercoasters.
6 Adam and Bea (…) Italian food.
We use like + -ing / noun to talk about actions and things.
For singular nouns / -ing words, we use the pronoun it.
For plural nouns, we use the pronoun them.
Do you like going to the cinema /pizza?
Yes, I do. / Yes, I love it.
Do you like rollercoasters?
No, I don’t. / No, I hate them.
Practical English Making suggestions
Language practice
and giving opinions
Warm-up
Match pictures A–F to the different ways of
sharing news.
How would you usually do the following?
listen to news reports
read (online) newspapers
send texts (text messages)
3
Functional language
Making suggestions
Let’s (go to the cinema).
What about (going to the park)?
Do you want to (play computer games)?
Shall we (order a pizza)?
Giving opinions
That’s a good idea.
I like / love / don’t really like it / them.
I’m not sure.
I prefer … to … .
I don’t want to do that – it’s boring.
That sounds interesting.
Starter unit
B
Talk about how often you use the different
ferent
ways to communicate. Say which
methods you like / dislike and why.
I use social media every day. It’s my
favourite way to communicate because …
I never … because …
Let’s play basketball.
I’m not sure. I don’t really like ...
8
send e-mails
talk face-to-face
use social media
1 Tell people about your good exam results.
2 Wish a friend a happy birthday.
3 Find out the latest world news.
4 Ask someone what homework your class has.
5 Remind a friend about a social event.
Make suggestions to do these things.
Then give your opinions. Use the Functional
language to help you.
buy some chips chat online climb that hill
go horse riding go to the gym go to the zoo
make a video play basketball play chess
A
1
2
Speaking practice
4
4
C
Watch the video.
Video: The Newseum
D
Video
Complete all activities in your notebook.
E
F
Unit 1
9
The iPack contains:
• the Student’s Book and Workbook on screen with
•
•
•
•
•
•
•
•
pop-up answers to all the exercises.
integrated audio clearly signposted with icons.
one Warm-up video, one Culture video with
worksheets, and one Interactive video show per unit.
interactive drama show script as PDF.
two Interactive Vocabulary presentations per unit.
two Grammar animations per unit.
preparation and extension tasks for grammar,
vocabulary and skills to extend the level of the
material in both directions.
grammar reference in Basque, Catalan, Galician
and Spanish.
nine interactive team games.
OXFORDPREMIUM
• access at www.oxfordpremium.es
• cultural extras and extra practice worksheets
• online training opportunities plus educational news
and updates
• Log onto Oxford Premium to download the course
Programaciones. An extensive and comprehensive
programación didáctica has been developed by OUP
for each level. The document includes overviews of
the content and educational objectives, as well as
guides on how to develop each lesson following the
course methodology and within the framework of the
latest educational legislation. It proposes ways to best
exploit the wide array of course components within
the structure of each lesson. Each programación details
learning outcomes and key competences at lesson
and activity levels and provides rubrics for evaluating
language acquisition alongside key competences.
Course components
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Guide to Student’s Book 3
Warm-up and Vocabulary 1
1
1 Unit aims for key vocabulary, functional
language and writing are clearly summarized.
2 The Warm-up page uses striking images,
discussion ideas and a video to engage
students with the unit topic.
3 Stimulating discussion activities introduce
the first new vocabulary set.
4 Round up interactive videos motivate
students to explore the topic further.
2
3
4
2.1 Reading, Extra Vocabulary and Grammar 1
1
2
4
6
3
5
1 The Reading text offers Extra Vocabulary to complement
Vocabulary 1 set, and presents the first grammar point in
context.
2 The Research it! feature asks students a factual ‘real-world’
question connected to the lesson topic. This activity
encourages independent learning and gives students the
chance to develop internet research skills.
3 Reading work in the Student’s Book is supported by a
preparation and extension task on the iPack.
4 The Express it! feature highlights colloquial language new to
the course.
5 Grammar is presented with the support of a grammar
animation and practice exercises on the iPack, and extra
practice in the Workbook. Grammar activities recycle and
extend the topic of the reading text.
6 The Language in action feature gives students freer practice
of both vocabulary and grammar, with a real-world context
and the chance to express their own ideas.
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2.2 Listening, Vocabulary 2 and Grammar 2
4
1
2
5
3
6
7
1 The Listening task and comprehension exercises present
the second vocabulary set and grammar point in context.
2 Vocabulary work in the Student’s Book is supported by a
presentation on the iPack and additional practice exercises in
the Workbook.
3 The online search icon indicates authentic topics and real
people, places and events that students can research further
online.
4 Grammar is presented with the support of an animation and
practice exercises on the iPack.
5 Grammar activities culminate in motivating, topic-linked,
text-level practice.
6 The Language in action feature gives students freer practice
of both vocabulary and grammar, with a real-world context
and the chance to express their own ideas.
7 A reference to the unit’s CLIL topic appears on the
appropriate lesson. This is explored in more detail on the
CLIL pages at the back of the Student’s Book, with support
material on the Tests and Resources Multi-ROM.
2.3 Around the world
1 The Around the world culture lesson
focuses on countries where English is
spoken. Students expand their cultural
understanding through a reading
comprehension, often integrated with
listening work.
2 The Word builder feature systematically
enhances students’ awareness of lexicogrammatical patterns in English, such as
modifying adverbs, affixes, phrasal verbs
and compound nouns.
3 The Language in action feature gives
students the chance to recycle new
grammar and vocabulary and express
their own cultural ideas and experience.
4 Say it! tips focus on common
pronunciation errors.
5 The Culture video offers extension
material on a closely related topic.
x
1
2
3
4
5
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2.4 Practical English
1
2
3
4
1 The Practical English page introduces a real-life
communicative situation. Through vocabulary work, listening,
speaking and occasional writing tasks, students learn and
activate the target functional language.
2 Functional language and associated grammatical structures
are clearly marked for students to study and memorize.
3 Students can watch the interactive video Round up, which
uses the functional language in a natural context.
4 Dialogue practice enables students to work in small groups
on dialogues from the interactive video.
2.5 Writing
1
2
3
4
1 The Writing lesson gives step-by-step help to
enable students to write a wide variety of texts
more fluently and accurately.
2 Analyzing a model text encourages students
to recognize key textual features and language
appropriate to each genre.
3 The Look at language feature highlights and tests
key words and structures which students can use in
their own writing.
4 The Writing task gives students the opportunity
to work towards a solid piece of writing through
the guidance offered. Preparation and extension
work on the iPack and a simple guide help them to
produce appropriate written work.
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Language summary page
1
2
3
1 The Language summary page lists the language input
for the unit. New items are divided into clearly labelled
Vocabulary, Functional language and Grammar reference
sections.
2 The Extra vocabulary section highlights useful items
from the unit’s reading texts. This extends the amount of
vocabulary to be learned and is practised and tested in twoand three-star exercises and tests only.
3 Grammar tables summarizing the two main points from the
unit are provided.
4 Workbook Grammar and Vocabulary reference pages offer
additional explanatory and practice material.
4
Review
1
1 The Review page recycles the grammar and
vocabulary points from each unit through skills
practice. This prepares students for the Unit tests.
2 A reference to the Workbook for review material,
including a cumulative focus covering previous
units. Students are encouraged to evaluate their
own progress.
5
2
xii
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Projects
2
1
3
4
1 Three exciting, creative projects offer students an
opportunity for extensive independent or collaborative
group work. They include a class survey, a collaborative
newspaper and a presentation on the local area. Projects can
be completed after every three units or when appropriate for
the class.
2 Analysis of a model project provides guidance and
inspiration.
3 Tip! and Check! boxes alert students to decisions they need
to make, and to common errors to avoid.
4 Step-by-step tasks help students to prepare and plan their
work. Tips explain to students how they can work together
effectively, check their work accurately and evaluate their
performance.
Curriculum extra
1
2
1 The nine CLIL pages are linked to the curriculum for other
subjects studied in ESO 3. These are supported by additional
practice material on the Tests and Resources Multi-ROM.
2 Students can use English in the context of a wide range of
school subjects, including ICT, Music, Biology, Literature,
Maths and Citizenship.
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Irregular verbs list
Pronunciation pages
1
2
3
1 The Pronunciation practice includes a phonetic
alphabet guide and activities to practise the Say it!
pronunciation focus from each unit.
2 Students can listen to and repeat words which
demonstrate each sound.
3 Tips help students to overcome typical
pronunciation problems.
The Irregular verbs list provides a quick reference to
the past simple and past participles of irregular verbs
used in the Student’s Book.
Digital Student’s Book
The Digital Student’s Book includes all the pages of the
Student’s Book, with exercises in an interactive format, as well as
the grammar animations. Students and teachers can use all the
content very easily on desktop, laptop or tablet computers.
The Digital Student’s Book features automatic scoring of
most exercises. In addition, the teacher version of the Digital
Student’s Book includes extra functionality that gives teachers
the option of revealing answers in the exercises.
The Gradebook allows teachers to monitor students’ progress
in the Digital Student’s Book and send feedback on their work.
Teachers can choose to filter the data in a variety of different
ways, and they can generate reports.
xiv
Guide to Student’s Book 3
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Guide to Workbook 3
Vocabulary and Grammar
1
3
4
2
Reading and Writing
1 A new reading text focusing on a topic linked
to the unit offers students further reading and
comprehension practice at 1*, 2** and 3*** levels
of challenge.
2 The writing page has staged activities leading to a
final writing task.
3 The Look at language task gives students further
practice of language points highlighted in the
Student’s Book writing lesson.
4 Students work on practical tasks to complete or
improve a model text.
5 The Writing guide helps students to structure their
writing, and a Remember! box prompts them to
activate appropriate new language from the unit in
their work.
1 The Workbook offers four pages of further
practice of the unit’s key Vocabulary and
Grammar points.
2 Extra vocabulary introduced in the Student’s
Book reading texts is practised in the first
Grammar and Vocabulary section.
3 Exercises are clearly marked as 1*, 2** or 3***
level, to offer material appropriate for mixedability classes.
4 A Consolidation exercise combining
vocabulary and grammar practice in a short,
topic-relevant text ends each Vocabulary and
Grammar double page.
2
3
1
4
5
Review
2
1
1 Students can test and assess their progress in
Grammar, Vocabulary and Practical English.
2 The Cumulative review task tests vocabulary and
structures from the current and preceding units
within the context of a short text.
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Grammar reference and practice pages
1
2
1 The Grammar reference includes a page
of tables, with explanations of how each
structure is used, example sentences and
notes about common errors.
2 This is followed by a page of activities for
Grammar practice.
Vocabulary reference and practice pages
2
1
3
1 The Vocabulary reference has thematically
organized lists of vocabulary, Extra vocabulary
from reading texts, Word builder lexicogrammatical items and functional language.
2 Phonetics are included to help with
pronunciation, and there is space for students
to write in their own translations.
3 Vocabulary practice pages offer further
practice through games, puzzles and a
translation task.
Digital Workbook
The Digital Workbook includes all the pages of the Workbook,
with exercises in an interactive format. Students and teachers
can use all the content very easily on desktop, laptop or tablet
computers.
The Digital Workbook features automatic scoring of most
exercises. In addition, the teacher version of the Digital
Workbook includes extra functionality that gives teachers the
option of revealing answers in the exercises.
The Gradebook allows teachers to monitor students’ progress
in the Digital Workbook and send feedback on their work.
Teachers can choose to filter the data in a variety of different
ways, and they also have the ability to generate reports.
xvi
Guide to Workbook 3
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Guide to the iPack
Mosaic iPacks offer the complete Student’s Book and
Workbook contents with interactive key and audio, plus all
of the following extras:
An interactive vocabulary presentation task introduces
the vocabulary set using pictures, definition work and other
appropriate tasks.
Grammar animation provides a fun way to present grammar
to students through cartoon characters followed by an
animated presentation of the structure.
Extra practice worksheets offer graded practice for
vocabulary and grammar.
Preparation and extension tasks enable teachers to select
material most suited to the level of their classes.
Each unit contains three videos:
Two interactive videos – one on the warm up page and one
on the Practical English page featuring Your Turn. Students take
part in an exciting show and interact with the characters.
One documentary which extends the topic on the Around the
world page.
A fun way to revise the unit content with your class is through
the Interactive Team Games included on the language
summary pages. These include Lucky Wheel, Make a Path and
Walk the Plank.
Guide to the iPack
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Teaching tips
Teaching vocabulary
Modelling and drilling Students need to hear and say new
words. Use the iPack Vocabulary presentations, or model new
vocabulary yourself, and be positive about students’ efforts to
repeat words. Vary the way in which you drill new words: as a
whisper, only boys, only girls, half the class and altogether.
Autonomy Help students to direct their vocabulary learning
independently and collaboratively in these ways:
• Brainstorm to see what words students already know before
presenting a new vocabulary set. Allow them to list in their
own language the words they think should be in the set.
After the presentation, ask students to find more words for
the set, including any they have already listed.
• Encourage students to record new words in meaningful
sets in the Workbook Vocabulary reference or in a notebook.
Support students to use a variety of ways to record the
meanings, e.g. definitions, translations, example sentences,
and to say which methods they find most useful.
• Ask students to work collaboratively to make their own
simple exercises, which you can compile and copy. Use
activities from the Workbook as models, for example: word
search puzzles and simple quiz clues, such as This is the
opposite of … / You can swim here. / French is the language
here.
• Appoint a student vocabulary monitor in each lesson, to
write new words onto slips of paper and put them into a
class vocabulary box. The words can later be drawn from this
at random for revision and games.
• Start or end lessons by asking students to test each other on
recent vocabulary items.
• Incorporate games such as Vocabulary Bingo or Hangman
into classes regularly. Model these games, then get students
to play them together in groups.
• Set the vocabulary revision games and activities in the
Workbook as homework, and ask students to give you
feedback about how well they have remembered new words.
Teaching grammar
Modelling and drilling Use the grammar animation on the
iPack, or give a clear spoken model of the structures and have
the students repeat after you. This increases their confidence
when they are asked to produce it themselves.
Autonomy Help students to direct their grammar learning
independently and collaboratively in these ways:
• Elicit When presenting structures, ask students to deduce
the rules as far as possible.
• Personalized reference For new structures, ask students
to note down examples with information about themselves,
their family and friends, and their home or home town.
When you want to revise a structure, start by asking several
students for their personalized examples.
xviii
• ‘Open-book’ tests and self-correction For variety,
•
•
•
•
give students a test in which they can use the grammar
explanations and Workbook grammar reference in their
books. When you mark tests or written work, underline
errors, but get students to work together to correct them
themselves.
Substitution Write a sentence on the board and underline
one or two words which you want students to change. Let
them work in pairs together. Repeat the process, and when
you have five sentences on the board, erase some of the
words and ask students to write down the missing words.
Grammar dictation Say sentences with the target structure
in them at a natural speed. Ask students to listen and make
notes, then work in groups to reconstruct the sentence.
Students will need to discuss the necessary grammar to
rebuild the sentence.
Grammar Bingo Use items such as prepositions of place,
superlative adjectives, interrogative pronouns, etc.
Sentence sale Give groups of students an imaginary credit
of €100. Write sentences on the board, some with grammar
mistakes, and each with a price. Offer the sentences for ‘sale’.
Look at each sentence in turn, and ask students if they want
to ‘buy’ it. If they buy a correct sentence, they score its value,
but if it’s incorrect, they lose the money. Correct the errors in
groups.
Teaching listening
Prediction and preparation This is important for confidence
building. You can help students by using the iPack Listening
preparation activities and these techniques:
• Engage interest by looking at the pictures and headings, to
predict listening text content. Ask students what they already
know about the topic, and brainstorm vocabulary. Pre-teach
and model new words, so the pronunciation is not a surprise.
• Make sure that students read and understand the listening
task before listening.
• Tell students the number, gender and age of speakers, and
the topic.
Playing the recording Play the recording as many times as
necessary. Encourage students to say if they need to listen
again. The first time, tell them to just listen, without writing.
Using the transcript As a follow-up activity, you can give them
a copy of the transcript to read (on the iPack or at the back of
this Teacher’s Guide) while listening. Less able students may be
supported by having the transcript at an earlier stage.
Teaching reading
Preparing and prediction There is extensive support for
reading preparation and extension on the iPack. As with
listening, discussing visuals and headings, brainstorming
vocabulary and checking students’ prior knowledge of the topic
will build confidence.
Teaching tips
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Autonomy Help students to direct their learning and work
independently and collaboratively in these ways:
• Encourage students to use a dictionary to check new words
and update their vocabulary notebooks.
• Jigsaw reading Students work in pairs, splitting the text in
two, and then telling their partner about their half of the text
and working on comprehension questions together.
• True and False Groups write sentences about the text,
some true and some false. They then challenge other groups
to identify the true sentences and correct the false ones.
• Find the questions Write the answers to text
comprehension work on the board. Students work in groups
to make the questions.
• Memory game Read parts of the text aloud. Stop at various
points, and ask students to say the next word or phrase.
Teaching writing
Work collaboratively Use the iPack preparation activities
to help students to build up a systematic approach to writing.
Working on strategies and subskills as a class can improve
students’ abilities to write independently:
• Analyse the model text Work as a class to highlight features
of the model text such as layout, paragraphing, titles and
headings, structures and vocabulary.
• Write together Go through the stages of collecting
ideas, brainstorming language, and planning to produce a
collaborative piece of writing on the board together. Then set
group or pairwork writing tasks, so students can discuss the
stages of successful writing, and you can circulate around the
class, giving individual help.
• Correction and feedback Always mark students’ writing,
as this increases motivation. Make it clear to students that
writing is assessed on both accuracy and content. Use a
coded marking system to identify types of mistakes, so
students can self-correct, such as:
sp = spelling, √ = missing word, gr = grammar, v = vocabulary,
wo = incorrect word order
Increase students’ motivation by making positive comments,
and keeping displays of written work on the classroom walls.
Teaching speaking
It takes time to develop confidence and fluency in speaking.
There is preparation work on the iPack, and speaking tasks
in Mosaic are simple and structured, to make the speaking
experience successful. You can build students’ confidence in
speaking in these ways:
• Give plenty of time to prepare, including vocabulary
support and planning what to say.
• Use models. These are provided throughout Mosaic: with
speaking tasks, in Functional Language boxes on Practical
English pages, on the class audio CDs and the Dialogue
practice sections on the iPack following the interactive
video. You can also model simple exchanges with a stronger
student in class, or get two students to ask and answer,
before the rest of the class try the task.
• Add variety to dialogues to help reinforce the language by:
•
•
•
introducing another person, introducing another condition
(i.e. you’ve just woken up, you feel really excited, or asking for
ideas to change the ending.
Invite students to express their opinions. Mosaic frequently
asks students to personalize their speaking, and this makes
their learning more motivating and memorable.
Encourage students to keep a section of their notebooks for
‘Everyday Phrases’ or ‘Conversation’, where they can record
useful functional language and simple exchanges.
Save correction of speaking errors until after the task
is complete. Then put them on the board and work
collaboratively to correct them.
Teaching pronunciation
Integrate pronunciation into lessons Students can find
pronunciation off-putting. Mosaic takes an integrated approach
with small but frequent opportunities to practise via the Say
it! feature. Extension work can be found on the Pronunciation
practice (pp. 132–134) of the Student’s Book. Core vocabulary
sets are presented with their pronunciation on the iPack.
Dictation work offers further listening practice to associate
sounds with their written form.
Autonomy Encourage a self-directed approach to
pronunciation with these techniques: Encourage students to
learn and identify the sounds they commonly confuse, using
the Phonetic alphabet (p. 132).
Revise problematic sounds regularly to reinforce them.
Demonstrate the sound ‘silently’ showing the movement
required by the mouth / tongue and ask students to copy it
(without sound) before vocalizing it.
Support students in learning to identify word stress patterns or
examples of particular sounds.
When doing speaking exercises (supported by class audio or
video), encourage students to mimic intonation of speakers
(and for video, also the body language and gestures). This
will add an element of fun into speaking tasks, and increase
students’ confidence in conversational English.
Read aloud short passages in class regularly, and ask students
to read aloud as part of their homework, to give them plenty of
practice in maintaining rhythmic speech. Don’t read aloud all of
the reading texts, as this is more a pronunciation practice than a
reading comprehension one!
Use videos of non-native speakers, for example Fernando
Alonso, Penelope Cruz or Pau Gasol to show realistic and
admirable goals.
Correction Pronunciation errors are best corrected quickly
but without interrupting. This could be done collectively at the
end of the speaking session, which also avoids embarrassing
individual students. Errors can be corrected by ‘echoing’
mispronounced sounds; in other words, say the word as they
did, but with a rising intonation so that they self-correct. Or
simply say the sound or word correctly and ask them to repeat
it again. Avoid focusing on individual students; ask all the class
to repeat the word together or just boys / just girls to say the
word to add variety.
Teaching tips
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Mixed ability
Introduction
Ten tips for teaching mixed-ability classes
Teaching mixed-ability classes is a challenge most teachers face
at one time or another. In fact, to a certain extent, all classes are
mixed-ability. Students learn at different speeds, in different ways,
and they are individuals with different learning preferences and
interests. We normally use the term ‘mixed ability’ when these
natural differences are wider than usual. But it is a simplification to
think that in a mixed-ability class some of the students are weak
and others strong; in practice, some of the ‘weak’ students may
just take longer to understand what is being taught. In addition,
students who seem weak in language skills are often strong in
other academic areas and cognitive abilities, so it is important to
provide ways for those strengths to be used. The most important
concern for the teacher is how to engage all the students so that
each one has a sense of challenge, progress, and achievement.
When students are engaged, their motivation and confidence
increase. Providing opportunities for students to work at their
own level or to work cooperatively gives them all achievable
challenges, and means that they are less likely to become
frustrated because they can’t keep up, or bored because they
finish too fast. Planning for different ways of engaging a mixedability group may take a little time, but the results are well
worth the effort.
1 Use pairs
Pairwork is a useful way of involving all your students in an
activity. Depending on the activity, you might decide to use
same-ability pairs, for instance when working on fluency.
This way, weaker students aren’t overshadowed by stronger
students, and stronger ones don’t feel held back. You could
also try mixing abilities, and see how weaker students can learn
from the stronger ones. To save time in class, decide before the
lesson who you want to work together in pairs.
Mixed ability in Mosaic
Mosaic offers graded and structured exercises to support all
students’ language learning. In particular, Mosaic caters for
mixed-ability students in a number of different ways:
• The iPack (see Teacher’s Guide p. xvii) contains preparation
activities for all skills work and for students who need additional
support to manage the Student’s Book lesson material.
• The iPack offers extra practice material for all grammar and
vocabulary sections, and the Workbook has language and
skills exercises. All activities are offered at three levels, ranging
from mostly passive and highly-structured work at onestar level, through to personalized and more open-ended
tasks at three-star level which will foster independence and
autonomy amongst your strongest students.
• For students who need more revision of ESO-level grammar,
the Workbook also offers clear explanations and further
practice exercises in the Grammar reference and Grammar
practice sections (Workbook pp. 80–119).
• The Teacher’s Guide contains optional extra activities.
• The Tests and Resources Multi-ROM, which accompanies
the Teacher’s Guide, contains Grammar and Vocabulary
worksheets and Tests all at three levels.
The different star-level tests are differentiated in the following
ways: the one-star tests assess vocabulary sets one and two
of the unit; the two-star tests in addition assess the Extra
vocabulary; and the three-star tests also include a short
Cumulative review section which assesses grammar and
vocabulary selected from previous units.
xx
2 Use groups
This is another way of making sure all your students are actively
engaged with the lesson topic. It gives them time to work with
their friends and at their own pace, rather than having to work
at the teacher’s pace and keep up with the rest of the class.
This approach can work well with the Practical English activities
in Mosaic.
3 Encourage cooperation
Use activities that make students work together, rather than
against each other, to achieve the outcome. Such tasks promote
interdependent and supportive relationships in the group
rather than competitive ones.
4 Assign roles
Assign roles to your students when doing activities, e.g.
timekeeper, materials distributor/gatherer, group leader, notetaker, or spokesperson. This allows you to give everyone in the
class a chance to contribute. It is a simple way of involving even
those students who rarely take part. Such students are generally
very happy to be given responsibility, and the confidence it
gives them can spill over into their learning.
5 Make strong students the ‘teachers’
Students who are always the first to give an answer or speak out
are often keen to be stretched with bigger challenges, and can
otherwise become disruptive or bored. One approach is to give
them the role of teacher for specific activities. This allows them
to show the class what they can do, and helps them develop a
sense of responsibility.
6 Get students learning actively
If you have enough space in your classroom, some kind of
physical activity or movement around the class is a great way to
involve those students who benefit from a kinesthetic approach
to learning. Activities that get students out of their seats
mingling and working together are also very good from the
point of view of variety and stimulation. Many of the Language
in action activities in Mosaic lend themselves to this approach.
7 Recycle previous learning
Weaker students often find it difficult to recall work that has
taken place in previous lessons, so it is useful to start lessons
with short activities that recycle previous learning, such as
memory games or quick quizzes.
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8 Adapt activities
Adapt activities so that you can address the needs of faster
and slower students. Have an easier version ready for weaker
students or a harder version for stronger ones. You can also set
up activities in which students have more or less challenging
roles. Adapted activities require a little preparation, but the
advantage is that everybody can do the same activity with the
challenge adjusted to meet their needs.
9 Use extension activities
Have an extension activity as a backup for fast finishers. There
are many three-star extension activities available in the Mosaic
Workbook and in the Tests and Resources Multi-ROM. With the
stronger students working on their own, you can spend more
time helping the weaker ones.
10 Use double standards when correcting
With a mixed-ability class it’s reasonable to have different
expectations of different students. Some stronger students
might benefit from heavier correction (although this might not
apply to all of them). On the other hand, be selective about
how much or what you correct with weaker students. Think
of correction as a tool for comparing students to their own
previous achievements, rather than to others in the class, or to
your own fixed standard.
Four activities for mixed-ability classes
1 Ways of adapting activities
There are many ways to adapt activities to suit different
language abilities. If, for example, you can make a gap-fill
comprehension activity into a less challenging version by
narrowing the choices down like this:
Mosaic Student’s Book 3 page 25 exercise 9:
While he (8 walk) underground, he (9 find) a magic ring..
Easier version: While he (8 walked / was walking) underground, he
(9 found / was finding) a magic ring.
Alternatively, you could provide the weaker students with a
word pool to use when selecting the right words for each gap. It
is also a good idea to give different students different homework
based on their level. For example, in Mosaic Student’s Book 3
page 30 exercise 4, weaker students could write the story in their
own words, based closely on the original, and stronger students
could write a longer story with more details.
2 Creating a unit poster
This activity is a mini-project which involves the use of groups
and encourages cooperation. It makes use of a variety of skills
and allows students to take different roles in the completion of
the task, as well as encouraging creativity. It is a useful way to
end a unit and revise or recycle previously-learned language.
1 Work as a whole class and elicit the language you have recently
practised. Put it on the board, e.g. materials, past continuous.
2 Divide students into several same-ability groups.
3 Explain that each group is going to produce a different poster.
4 Allow each group to look at the board and choose one area
they want to make a poster about. Weaker groups can make
vocabulary posters, stronger groups can focus on grammar.
5 Give out large sheets of paper and colour pens or markers.
6 Students work together and think of how to present new
vocabulary or grammar in a way that helps to explain them.
They can use rules, examples, pictures, etc.
7 Students present their posters to the class.
8 Display the posters around the classroom. This gives students
a sense of achievement and helps them remember what they
have learned.
3 Keeping an English diary
This is an ongoing extension activity that your students can do
whenever they have time, such as at the end of a lesson, when
they have finished the class work.
1 Each student needs to have a small notebook to use as
their diary.
2 Students can write about whatever they want, and as much
or as little as they want – the focus should be on increasing
fluency. They can include drawings or pictures to make it
more like a scrapbook.
3 With your students’ permission, you can occasionally
collect and read their diaries, and give them feedback
and suggestions that refer more to the content than to
the language. If you give language feedback, it should be
appropriate to the ability of the individual students.
4 Mind maps for writing
Mind maps are an excellent way of preparing mixed-ability
classes for a writing activity. They require different kinds of skill
– imagination, seeing connections between different ideas,
seeing the whole picture, visual mapping skills, and language –
so the activity engages students with a wide range of abilities.
1 Put your students in mixed-ability groups of four or five
students each and give them three or four large pieces of
paper and the topic for the mind map.
2 Tell the groups that they will make a rough plan of their mind
map first and then produce a fair copy.
3 Get them to write the topic in the centre of the paper and to
think of the main sub-topics. These should be evenly spaced
around the main topic and joined to it with lines.
4 Now ask them to think of additional ideas for each of the
sub-topics and again link them with lines. They should also
link ideas across the mind map, where appropriate. This stage
generates a lot of discussion, drafting, and redrafting and
students should normally have as much time as they need.
5 Each group should now create their fair copy, and then
practise how they are going to present their mind map to
the others.
6 Each group presents their mind map to the rest of the class.
All students will now have not only their own ideas for the
writing task, but also all the other groups’ ideas. If possible,
they should have photocopies of each group’s mind map to
work from when they do their writing task.
Mixed ability
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Special Educational Needs in the ELT classroom:
focus on dyslexia
Special Educational Needs (SEN) is the term we use to refer to
the requirements of a child who has a difficulty or disability
which makes learning harder for them than for other children
their age. Note that gifted and talented children are also
considered to have special needs as they require specialized,
more challenging materials.
Of course, children make progress at different rates and vary
widely in how they learn most effectively. It is important to
recognize that although students with special needs may have
difficulties in some areas, there will also be areas of strength.
Recognizing and utilizing these strengths is important to the
students’ academic development as well as their self-esteem.
Your daily contact with these students will help you understand
what works best for each individual and determine your choice
of the most appropriate techniques.
SEN covers a broad range of difficulty or disability, including
difficulty with numbers, attention deficit and autism. Here
we’ll focus on dyslexia as it affects approximately 10% of
the population, so each classroom may have two or three
students with this learning difficulty. Dyslexia is a neurological
condition that causes the brain to process and interpret
information differently, which in turn makes language learning
challenging. It is not a sign of low intelligence or laziness, or
the result of impaired hearing or vision. Dyslexia can manifest
itself in a variety of ways: through linguistic problems such
as slow reading speed, difficulties with word recognition and
spelling, or a smaller range of vocabulary in L1; and through
non-linguistic problems such as a more limited memory span,
difficulties with handwriting and with gross and fine motor
skills, difficulties with time management and organization of
work, and slowness in automizing new skills. It is important
to recognize that these difficulties will vary in their severity
or seriousness in different individuals, and some people will
experience some, not all, of the problems.
Students with dyslexia can become competent and skilled
second language users. Students can become frustrated by
their inability to work in the same way as their classmates,
so a supportive school with a warm and positive classroom
environment can increase the confidence of a student with
dyslexia and can help to reduce the negative effect of the
condition on their future life. Even small steps, such as ensuring
that a student is sitting comfortably at their desk with a wellpositioned writing surface, can have a positive impact.
• Speaking and listening skills seem to be affected less than the
Some areas of difficulty
•
•
•
Some effective strategies
• Give students short instructions, perhaps one step at a time,
•
•
•
•
•
•
• Students with dyslexia may struggle with the spelling of words
•
xxii
in English since the spelling rules and conventions can appear
unpredictable, specific sounds are spelt in many different ways,
and certain letters can be pronounced differently.
Students with dyslexia may find it more difficult to learn
abstract words than concrete nouns, and may find it easier to
learn nouns than verbs and adjectives. They may find it hard
to distinguish between words with similar sounds or that are
close in meaning.
literacy-based skills of reading and writing.
Questions which require open-ended answers and
pronunciation activities may be difficult for students with
dyslexia or other special educational needs.
Students with dyslexia may struggle with the organisation
of their work and their classroom equipment, and this may
impact on their learning.
•
with realistic targets – so they get a sense of accomplishment.
Students with dyslexia do not need an entirely different set of
materials from the rest of the class. Focus their attention on
particular sections, or select from the Extra practice activities
on the Mosaic iPack, from the Mosaic Workbook, or from the
1-, 2- or 3-star worksheets on the Tests and Resources MultiROM.
Students with dyslexia may benefit from a more structured
approach to learning, with controlled oral practice, plenty
of examples, and opportunities to plan their work. The
structured approach to lessons in Mosaic and the models
and examples in the Practical English pages, for example, will
support dyslexic students’ communication skills.
Allow students who need longer to process information to
do what they can in class, and encourage them to finish at
home if possible.
Students with learning difficulties tend to respond
positively to extensive repetition and practice and to
explicit explanation. The Mosaic Workbook Grammar
reference pages follow this approach. You may find that
doing language drills in class, focussing on a small set of
core vocabulary or one grammatical feature at a time,
will be helpful for students with SEN. Remember that
similar-sounding words or words with a similar meaning may
cause confusion, so present them separately.
Students with dyslexia learn better if vocabulary is taught
in context, or anchored to an image. The presentation of
vocabulary in Mosaic through strong visual images will help
with this.
Encourage all students to create mind maps or visual
representation of vocabulary in vocabulary notebooks so
that they can review new language regularly.
Students with dyslexia often engage well with electronic or
interactive devices, so the games on the Mosaic iPack and
on the VocApp will help them with learning and reviewing
vocabulary at their own pace.
Multi-sensory and multi-channel formats such as reading
with audio in the Student’s books, grammar animations as an
alternative way to present grammar and games on the iPack,
as well as the other interactive activities on the Digital book,
are well-suited to students with dyslexia.
SEN in the ELT classroom
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Using technology
Introduction
Podcasts
Mosaic and Oxford’s online resources give teachers an exciting
opportunity to successfully integrate new and different
teaching methods into lessons. Below is a list of how these
technologies might be used in the English class.
• Download the podcasts of radio programmes or a TV series
Classroom Presentation Tool
•
Use the Mosaic iPack with all its additional extras including
interactive tasks, videos and games to engage students and
motivate them to actively participate in the class. For more
details about the Mosaic iPack, see Teacher’s Guide p. xvii.
The tool also connects to the internet (see next section for
ideas). Any interesting links can be saved on the iPack, so you
can revisit them next time you teach the lesson.
The internet
• The online search icon indicates authentic topics that can be
•
•
•
•
researched further. Enrich your students’ learning experience
by encouraging them to find out further information about
the topics, watch videos, take virtual tours of places and
engage with interactive maps and images.
Download images, diagrams and infographics to engage
students in the lesson topic, and for presenting the target
language of the lesson.
Get students to consult given websites to research different
topics and to use the web as a resource to find the answers
to their own questions.
Encourage students to download the lyrics to their favourite
English songs online, or to search out English films with
English subtitles to watch.
Download software for making digital presentations, projects
and voiceovers.
Blogs and social media
• Create a class blog to keep in touch with students via their
•
•
•
•
•
home computers. Ask one student to write up their notes after
each lesson and post them online. Post useful documents
such as homework tasks, or language reference material.
Use your blog as a discussion forum. Post topical statements,
and encourage students to leave their own comments.
Try to find other English classes from other parts of the world
via social media, and use your blog to connect with each other.
Discuss how to use social media safely in your classes.
This will improve students’ digital competence, as well as
equipping them with the necessary awareness and language
to use social media successfully and appropriately in English.
Encourage students to do peer correction by reading each
other’s work on the blog and suggesting changes.
Set up a task for students to practise functional language,
e.g. suggestions. Ask students to organize an end-of-term
event and get them to make suggestions on the blog. The
event could be held during the last class of term.
•
to support the theme of the lesson.
Record students interviewing each other in different
situations and save it on the computer as a podcast. The class
then listens to the podcasts and votes on the best one.
Get students to prepare a presentation of a topic that
interests them and make a podcast of it. The class then listens
to the podcasts and prepares questions to ask the speakers.
Oxford Online resources
For students
Oxford Online Learning Zone offers students a wide range
of regularly updated resources to support and extend their
learning in class. All activities and texts are supported by
comprehension checks.
• access via www.oxfordplus.es.
• a monthly online e-magazine with seasonal topics
• three cultural videos on a variety of topics
• three webquests, thematically linked to the culture videos,
where students explore carefully selected websites to answer
a topical quiz
• downloadable podcasts to practise their listening
• step-by-step conversational practice, including listening
models, guided dialogues, and an interactive listen-andrecord video conversation
• a quiz game covering a variety of topics in an Englishspeaking culture
• an online gradebook, with records of activities completed
and progress made
For teachers
Oxford Premium offers teachers invaluable news and features to
help with your classes.
• access via www.oxfordpremium.es.
• downloadable support materials (such as tests, portfolios and
programmes, teaching tips, cultural extras and extra practice
activities) for your Oxford course
• access to a wide range of online tools and resources, to
create your own classroom materials
• Oxford Community – a forum for teachers to share teaching
tips and classroom experience together
• a searchable database of up-to-the minute news articles
concerning English and education, collected from specialist
global media
• webinars from experts on current pedagogical topics, such as
CLIL, teaching teenagers and different learning styles
• invitations to training workshops and opportunities to meet
course authors
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Video in the ELT classroom
The use of video as a teaching tool is widely recognized as a
method of motivating and engaging students. This is especially
true in today’s world, when young people can access video at
any time of the day or night on their smartphones, laptops or
tablets. For teenagers, video is more than just a passive form of
entertainment: they enjoy using it – it is their medium of choice
for the delivery of information, and they interact with it actively
and regularly. When a video features an engaging, authentic topic
such as those used in the Mosaic Culture videos, the effectiveness
of the medium as a learning tool is maximized: students’
eagerness to comprehend a stimulating video has the dual
effect of improving their language retention as well as increasing
their general knowledge and awareness of the world at large.
So how exactly can video be used to enhance learning in the
classroom? Firstly, teachers can use it as a visual aid to reinforce
language that has been learnt: seeing and hearing people
use language in a meaningful context acts as a powerful aid
to memory. Also significant is that in watching video, learners
activate prior knowledge of specific contexts and build the
cognitive skills required to understand, process, and interact
with language in a way that they cannot do by using reading
materials alone. An example would be a functional context
such as giving instructions for how to make something. Reading
a dialogue about this is difficult for students to conceptualize
and relate to. On the other hand, viewing a visually stimulating
clip, and then actively participating in giving instructions and
reaching an agreement in the Mosaic Interactive video, is
considerably more effective as a learning mechanism. Another
excellent way to exploit the medium is for students to use
it as a model for their own work, which they can produce
on any video-capable device such as a smartphone or tablet.
Active participation in creating a video is a task which students
are typically enthusiastic about doing, and further reinforces
language taught. In the example given above, students can use
the Interactive video as a model to act out their own scenario
in a restaurant. There are many other opportunities throughout
Mosaic, for example in the Practical English lessons or in the
Projects, for students to use video to present their work.
Finally, video work can be very usefully deployed as a reference
point for nurturing 21st century skills. The extension activities
in the Mosaic Culture video worksheets are a good way of
promoting cultural awareness and building empathy. The tasks
help to personalize issues and allow students to collaborate,
express their opinions, and do research.
The wide range of different types of video available to Mosaic
users ensures that the benefits of using the medium in the
classroom are felt to the full. Whether viewing motivating
Grammar animations which bring language structures to life,
learning about the world in the videos on the Warm-up spreads
and the Culture videos, or participating in real-life situations
in the Interactive videos, the students’ learning experience is
enriched and their language acquisition and understanding is
consequently increased.
Videos in Mosaic 3
3 The interactive video show Round up is an engaging and
stimulating magazine show full of functional language use
and appealing topics. Students can speak to the characters
and are able to take part in the action electronically so that
they influence the outcome of each episode. There is one
episode per unit.
Mosaic has four videos per unit to engage and entertain
students and to promote their learning.
1 Each unit starts with a
Round
Warm-up video to
raise students’ interest
for the unit ahead.
It introduces the unit
topic and exposes
students to some of
the language from
the unit. Students answer a comprehension question and get
instant feedback from the show presenter.
2 The grammar presentations in Mosaic are brought to life with
two grammar animation videos in each unit. These use
humorous characters and storylines to introduce and revise
the main grammar points quickly and effectively.
up
xxiv
Round
up
4 Each Mosaic unit has a Culture video linked to the unit topic.
These videos add to students’ global awareness and help to
foster attitudes of respect and tolerance for the diversity of
cultural expression.
Video in the ELT classroom
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CLIL
What is CLIL?
Exploit students’ background knowledge
CLIL is Content and Language Integrated Learning. It involves
lessons in a second language on content subjects of the school
curriculum (e.g. Science, Geography, Music, Art, etc.)
Be sure to make the initial stage of a CLIL lesson fun and
motivating, challenging the students to solve puzzles,
suggesting solutions to problems or guessing the answers to
general knowledge questions in a quiz.
Why use CLIL?
CLIL is an excellent means of learning a language. It engages
students with widely different interests, and provides
opportunities for using English in motivating contexts.
CLIL also exploits students’ different learning styles, making the
most of their abilities, background knowledge and skills from
other disciplines.
CLIL is an excellent way of introducing an international aspect
into the teaching of content subjects. Secondary students who
become accustomed to conducting their studies in English
will be at a definite advantage in their future education. Since
English is the common language of the internet and many
journals and academic papers, a confident command of English
is often indispensable for research purposes.
Give plenty of visual support
In the CLIL classroom, students may need additional support to
grasp the concept of the lesson. Visual aids such as illustrations,
photos, realia, DVD film, PowerPoint presentations, miming and
gesture are all useful.
Focus primarily on the content
The principal aim of the CLIL lesson is to impart knowledge
of the subject area. As long as students understand the key
concepts of a lesson, they do not need to understand every
single word of the material in English. A passive understanding
of some areas of language is sufficient.
Build students’ confidence
Tips for using CLIL
Increase your students’ confidence in CLIL lessons by:
Teaching another subject in a foreign language can be
daunting. A good way to ensure your lessons are successful is
to be well prepared. Take time to research and understand the
content of each lesson in advance. Learning another subject
in a foreign language can also be a challenge. If there is lot of
new vocabulary in a lesson, you can help students by asking
them to use a dictionary or the internet to find out how to say
a set number of key words in English. You can also encourage
students to review the topic in their own language, if they have
studied it previously in another school class.
Before setting internet research, check the website carefully,
to make sure that the information is accurate and the website
is reliable. Make sure the preparation you ask students to do is
achievable in terms of cognitive and linguistic level.
(i) Making aims clear
Outlining the objectives of CLIL lessons at the outset will
motivate students and help them to put the new material into
the context of what they already know.
(ii) Finding opportunities for recycling
It can be hard for students to retain a lot of new information,
especially in a different language. For this reason, reviewing key
concepts and language whenever they come up naturally in
other classes will be helpful.
Don’t be afraid to say you don’t know
If you are primarily an English teacher, students may ask you
questions relating to another subject which you cannot answer
immediately. It is better to say that you are unsure. You can then
opt to tell the students you’ll find out for the next class, or ask
a teacher of the other subject to come into the next class to
answer the question.
When teaching another subject in English for the first time, you
may believe that the teaching techniques are very different for
teaching that subject in English. Be reassured that there are also
a lot of similarities between English other subject classes. Use
the teaching techniques you are familiar with as well as learning
from your colleagues.
(iii) Making tasks achievable
Students will manage productive language tasks much better if
they have a clear model to work from. It is more important that
they participate in the lesson than participate only in English, so
they may sometimes need to use their first language. You can
help them to use English more by making your own language
straightforward. As well as asking questions which require
phrases as a response, you can also use questions that they can
answer simply with a ‘Yes’ or a ‘No’, for example.
(iv) Providing other forms of support where necessary
Students may sometimes need some support in their first
language. Many teachers adopt the successful strategy of
switching briefly and naturally from one language to another in
order to explain a difficult concept.
CLIL and Mosaic
Each unit in Mosaic has a CLIL page at the end of the Student’s
Book, with additional support material in the Teacher’s Guide.
These sections are linked to the curricula of other subject areas
studied in ESO 3, such as science, music and literature.
CLIL
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Key competences
The Key competences for lifelong learning combine knowledge,
skills, attitudes and values that help students become active
participants in 21st century communities. They are essential for
personal development, social inclusion, active citizenship and
successful employment. They also nurture motivation, flexibility,
self-awareness, confidence and respect for others. The emphasis
on advancing key competences during the formative and
school years is gaining strong support from teachers, educators
and governments throughout the world. This in turn is reflected
in curriculum design and planning, material development,
teaching and assessment.
A brief explanation of the main characteristics of the Key
competences within the framework of learning a foreign
language is set out below.
7 Linguistic communication
Learning a foreign language contributes to progress in this
competence by developing students’ communication skills
(listening, speaking, reading and writing). Their receptive
and productive skills are enriched by understanding the way
language is structured. Students are motivated to use language
systems creatively and appropriately, to adapt discourse to
suit different contexts. Intercultural appreciation enriches
the linguistic experience and highlights relevant aspects of
plurilingualism.
2 Learning to learn
The development of learning strategies and skills is at the
heart of this competence. Students learn to identify methods,
resources and opportunities for furthering their learning.
Building transferable skills enables them to accurately evaluate
their own performance and acquire effective study skills both in
and out of the foreign language classroom.
5 Social and civic competences
Active participation in society and successful working life is
integral to social competence. Developing an awareness of and
respect for oneself as well as the different customs and ways of
thinking of others is an essential part of this. Civic competence
refers to the awareness of social and political concepts such
as democracy, equality and justice which allow individuals to
actively participate in democratic societies. The nature of many
activities that form a core part of foreign language teaching
requires students to interact with other students in the class in a
cooperative manner. Tasks which personalize learning by asking
students to answer questions about themselves or express
their opinions are also relevant for the acquisition of social
competence.
1 Digital competence
of information and also to communicate with a wider range of
people. Language courses give students the tools they need
to communicate appropriately in different contexts, including
online communication.
When learning a foreign language, it is important to be exposed
to a range of resources and genres of speech and writing. The
regular use of digital learning resources, including websites
and interactive whiteboard materials, directly adds to the
development of this competence. Web-based activities used
in foreign-language classrooms aid the development of critical
evaluation.
3 Cultural awareness and expression
The study of a foreign language requires an understanding of
the culture of the countries in which it is spoken. In addition
to promoting an understanding of the contribution of others
to the cultural and artistic heritage of a country, learning a
foreign language gives students the means to express their own
creativity in an appropriate way. Tasks which require students
to express their opinions or give an emotional response or
create a piece of original spoken or written work contribute to
this competence. Examples of such tasks could be narratives,
Tweets, projects or dialogues.
4 Sense of initiative and entrepreneurship
The learning of a foreign language contributes to the
achievement of this competence because it encourages
teamwork in the classroom, the management of personal
resources, and social skills such as cooperation and negotiation.
Students are encouraged to adopt procedures which allow
them to use their own initiative and decision-making skills
during the planning, organization and management of their
work. This experience amounts to a transferable skill that can
be used in both social and commercial contexts. Tasks which
require students to work in pairs or small groups, or carry
out short projects, require cooperation, flexibility and time
management.
6 Mathematical competence and basic competences
in science and technology
Though this does not have an obvious link to foreign language
learning, it can feature in the language class in a number of
different ways. Most notably, students are exposed to contentintegrated learning through a variety of topics which focus
on science and technology. They also come into contact
with the use of numbers, their basic operations and their
application to everyday life. Tasks which require students to
interpret numerical data, e.g. tables, or reflect on scientific and
technological advances contribute to this competence.
Digital competence is the ability to confidently use diverse
information and communication technology as well as the skill
to critically evaluate the information acquired. Knowledge of a
foreign language enables students to access a broader range
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Key competences
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Examples of Key Competences in Mosaic 3
1
7
Linguistic communication
Since Mosaic is a language course, linguistic communication
is by definition at its heart. The primary focus of every text,
exercise, activity and project, as well as all the course resources
is to contribute to the development of students’ linguistic
competence in the English language. In particular, the range of
activities and resources will support students in nurturing and
activating their linguistic knowledge, help them communicate
fluently and express themselves effectively within a wide range
of real-life contexts.
The Say it! feature throughout the units gives students an
immediate opportunity to focus on new sounds and establish
patterns.
The unit-by-unit pronunciation practice (pp. 132–134) helps
students to hear and reproduce words accurately and make
relevant connections.
2
2
The DICTATION feature throughout the units helps students
build strategies to improve their listening and writing accuracy.
The interactive video and the associated Practical English
pages support students in initiating, sustaining and concluding
conversations, and offer practice in functional language in a
range of societal and cultural contexts.
Mosaic’s step-by-step approach to writing develops students’
supported transferable skills and gives them strategies to
produce texts to become successful writers in a wide variety
of media and text types, including narratives, opinion essays,
reports, articles, blogs, surveys and formal letters.
The Look at language feature enables students to
systematically deduce rules and build their knowledge about
how English operates, and use these appropriately in the
production of accurate writing.
Learning to learn
Students are encouraged to monitor and assess their own
learning throughout Mosaic. Giving students opportunities
to see their own progress along with teaching strategies for
effective learning helps to build their confidence and increase
motivation. This approach is fostered both in the Student’s
Book and in tasks throughout the whole course package.
Teachers can use the post-it note feature at the top of every
spread to focus students’ attention on the learning outcome.
The Learn it! feature throughout the units alerts students to
patterns in language so they can develop successful strategies
to use in their language learning.
iPack preparation and extension activities for the Student’s
Book reading and listening texts help raise students’ awareness
of techniques for more successful reading and listening.
Student’s Book unit reviews and the self-evaluation features
in the Workbook encourage students to assess their progress
constructively. The Workbook also contains a cumulative
review section, so students continually revisit and review their
learning from earlier units.
The following activities are some examples of where the
competence is developed in Mosaic Student’s Book 3:
Starter unit (p8) Students interact with a grammar table to
identify patterns and infer rules for the use of comparative and
superlative adjectives.
Unit 2 (p27) Students skim-read a text in order to locate specific
information.
Unit 3 (p36) Students use images to create a visual link to
memorize a new vocabulary set.
Unit 4 (p49) Students categorize time expressions into two
groups to infer their use with the suitable verb tenses.
Unit 5 (p65) Students use context to identify the meanings of
highlighted words in a text.
Unit 6 (p71) Students identify and categorize expressions in
order to clarify their meaning and aid recall.
Unit 7 (p90) Students identify the main subject of a text by
choosing the title that best summarizes it.
Unit 8 (p106) Students define a research area and use a model to
create a survey.
Unit 9 (p115) Students organize adjectives into pairs of opposites
in order to memorize new vocabulary.
Key competences
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3
5
Social and civic competence
Mosaic encourages students to develop the social skills of
co-operation and mutual understanding through its extensive
use of discussion and awareness-raising activities. Real-world
tasks enable students to improve constructive communication
strategies within a variety of situations.
The Practical English pages, Language in action feature and
the Projects help students to develop the awareness, skills and
knowledge to communicate appropriately in a wide variety of
social contexts.
Many of the lesson topics and reading texts in Mosaic
encourage students’ self-awareness within a social and historical
context, and promote a sense of ethical responsibility and
community spirit.
The following pages are some examples of where the
competence is developed in Mosaic Student’s Book 3:
Unit 1 (p10, p14) Students develop their understanding of codes
of conduct particular to certain societies by reading about
young people’s experiences of growing up in different parts of
the world. (p16) Students develop strategies to express empathy
and solidarity for others by interacting in constructive dialogues.
Unit 2 (p28) Students build on their ability to understand and
express different points of view, to negotiate, mediate conflict
and compromise while discussing different events and making
choices in order to reach an agreement.
Unit 3 (p40) Students learn to make and respond to suggestions
in order to reach an agreement.
Project 1 (p44) Students develop their assertiveness and
tolerance for others’ points of view while working collaboratively
to choose the topic of a survey, write the survey, conduct it and
effectively communicate its results to the class.
Unit 4 (p54, p56) Students build on their understanding of codes
of conduct generally accepted in different environments by
interacting in a role play in which they politely ask for help on
the phone and by considering social customs typical of their
local community.
Unit 5 (p59, p62) Students develop their appreciation of
principles such as personal responsibility, justice, citizenship and
civil rights by reflecting on and discussing which crimes are most
serious and how difficult crime fighters’ jobs are.
(p64, p127) Students build on their awareness of democracy
and community spirit by reading about unusual laws, creating
new rules/laws for their school and town and learning about the
Universal Declaration of Human Rights.
xxviii
Unit 6 (p71, p72) Students are encouraged to express and
expand their knowledge of a healthy lifestyle and their support
for sustainable development by discussing ways of reducing
waste and protecting the environment. (p76) Students integrate
their appreciation of values such as tolerance and respect for
others in a discussion about Canadian sports rules and the rules
of their favourite sport.
Project 2 (p82) Students develop their assertiveness, tolerance
for others’ points of view and their ability to communicate
constructively, negotiate and compromise while working
collaboratively on tasks leading to the production of a local
newspaper: distributing tasks within the group, planning the
structure of the articles, resourcing the necessary equipment,
assessing each other’s work, etc.
Unit 7 (p90) Students expand their appreciation of the basic
concept of equality and express solidarity for the wider
community by learning about how social networking can
support isolated communities.
Unit 8 (p98, p100) Students express their appreciation of the
basic concepts of tolerance, empathy and solidarity by reflecting
on and discussing relationships between friends and between
parents and children. (p104) Students are encouraged to
build on their ability to express assertiveness and empathy by
interacting in role plays in which they apologize and respond
appropriately.
Unit 9 (p109, p110) Students expand their awareness of the value
of citizenship, equality, justice, democracy and solidarity while
reflecting on and discussing charity actions for a better world.
(p114) Students develop their understanding of how national
cultural identities interact by learning about the contribution
of immigrants to a country’s culture. (p116) Students work
on their strategies to communicate constructively, negotiate,
compromise and resolve conflict by interacting in a discussion in
which they explain advantages and disadvantages.
Project 3 (p120) Students develop their assertiveness, tolerance
for others’ points of view and their ability to communicate
constructively, negotiate and compromise while working
collaboratively on the tasks leading to a presentation on their
local area.
Key competences
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4
1
Digital competence
Students are given opportunities to develop this competence
in Mosaic by using a wealth of digital components and by
interacting with technology in a variety of ways.
The iPack material features presentations, exercises, dialogue
practice, videos and games to encourage digital learning.
The Digital Student’s Book features Grammar animations
which help to foster learner autonomy as students manage
their learning via a digital tool. The Digital Workbook also
features digital interactive tasks which link to the Gradebook.
Both digital components support students as they understand
how to navigate around and engage with the digital contents.
The Mosaic VocApp (available FREE for students with smart
phones) and the Oxford Online Learning Zone (accessible via
the promo code in the books) promote learner autonomy and
encourage students’ initiative.
The interactive Round up video offers students informative
documentary-style video material to consolidate their learning
throughout the course, and requires them to use digital skills to
select from options, or to find information.
The Online search icon alongside texts in the Student’s
Book invites students to develop their interests by
searching online for further relevant information. Students will
use their critical judgement to evaluate the relevance of
information and to distinguish between reliable and unreliable
sources, and between fact and opinion.
5
3
The Research it! boxes throughout the Student’s Book
challenge students to expand their research skills using
electronic reference sources. These are a valuable tool to
motivate students to do further research on a given topic,
and will require students to understand the need to evaluate
critically and check information found online. For example, in
unit 4 page 48, students can look online for information on
how people greet each other in different countries, but will
need to use their critical judgement and multiple sources to
ensure they are finding facts, not myths or stereotypes.
The Projects after units 3, 6 and 9 provide additional
opportunities for students to use the internet to conduct
research and to use a variety of computer applications to
process, share and present information whilst developing an
awareness of the risks associated with collaborative networking
and being aware of keeping safe online.
Project 1 (pp44–45) Students collaborate to create and
conduct a class survey. They collect, organize and record the
results digitally by creating infographics and using digital
presentation software to share them with the class.
Project 2 (pp82–83) Students collaborate to produce a local
newspaper while using digital tools to search for local news,
design the pages, write and edit the articles, record audio etc.
Project 3 (pp120–121) Students are encouraged to use digital
tools to collaboratively collect, organize and record information
about their local area and share it with the class through a
documentary or a multimedia presentation.
Cultural awareness and expression
With its global perspective, emphasis on cross-cultural
comparison and focus on contemporary artistic expression,
Mosaic offers ample opportunity to nurture this competence.
Reading and listening texts about the real world, particularly
the Around the world lesson in each unit, provide exposure
to English-speaking cultures. Reading is extensively supported
with Culture videos to stimulate students’ interest in the topic,
to enrich their knowledge, and to foster their understanding of
and promote respect for other cultures.
Unit 1 (p14) This text helps students understand and appreciate
the passage from childhood to adulthood in different parts of the
world, and how, despite geographical and cultural differences,
they can identify with this essential human experience.
Unit 2 (p26) The text about storytelling traditions in Ireland helps
students appreciate and understand the importance of folk
tradition and icons to human culture. Students can use it as starting
point to explore examples from their own cultural heritage.
Unit 3 (p38) This text about how multiple cultural influences
converge in the cuisine of Trinidad and Tobago inspires
students to understand and support the preservation of
cultural diversity.
Unit 4 (p48) This text about cultural misunderstandings and
body language helps students develop their awareness of
cultural identity and foster an open attitude towards different
forms of self-expression.
Unit 5 (p64) This text exposes students to unusual and
controversial laws in the United States. The related activities
encourage them to reflect critically on how fair and logical
these laws are, while developing an open attitude to different
points of view.
Unit 6 (p76) This text about the origins of some Canadian
sports helps students broaden their awareness of how cultural
diversity often contributes to national identity.
Unit 7 (p90) This text about social networking in rural India
allows students to develop an awareness of how contemporary
technological tools can support the preservation of local
cultural heritage.
Unit 8 (p102) This text about the people of Papua New Guinea
encourages students to reflect on how sports can be an effective
means of helping people overcome their differences and
develop attitudes of tolerance and respect for each other, while
also highlighting the importance of celebrating cultural diversity.
Unit 9 (p114) This text about some icons that were introduced
to national cultures by immigrants fosters students’
appreciation for cultural diversity while also encouraging them
to enrich their understanding of their own cultural identity.
The Language in action feature and speaking and writing
activities invite students to demonstrate awareness of cultural
and historical differences and express their ideas creatively.
Key competences
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6
4
Sense of initiative and entrepreneurship
Mosaic emphasizes productive lesson outcomes which
challenge students to work autonomously, take risks and express
themselves creatively. Numerous opportunities to contribute
their own ideas keep tasks fresh and engaging, and require a
high level of planning and task management to achieve the
intended learning outcomes and to turn ideas into action.
Speaking activities throughout the units encourage students to
express their own opinions, test out ideas, ask for others’ input,
organize the findings of group work and report back to the
class effectively.
Unit 1 (p9) Students demonstrate their sense of initiative and
risk-taking skills by communicating their experience of dealing
with new situations.
Unit 2 (pp21, 23, 25, 27) Students work autonomously and
collaboratively to express their opinions on stories from various
media and to plan, record and share their own stories.
Unit 3 (p41) Students assess, discuss and negotiate possibilities
in order to reach an agreement on the best activity for
someone’s leaving party.
Unit 4 (p53) Students work independently to plan, organize
ideas, record notes and deliver a talk on a musician that they like.
Unit 5 (pp59, 63) Students build on their ethical awareness by
analyzing reports of various crimes and sharing their thoughts
on which are the most serious.
Unit 6 (p80) Students work autonomously while planning,
organizing and recording notes to write a report assessing positive
and negative effects of electronic gadgets on the environment.
7
6
Mathematical competence and basic competences in science and technology
Although these competences are not central to the learning of
a foreign language, students are exposed to this competence in
many of the lessons in Mosaic.
Unit 1 (p12) Students practise their numeracy skills to work out
their own score in a questionnaire about their strengths and
weaknesses.
Project 1 (pp44–45) Students collaborate to write and conduct
a survey. They then apply basic mathematical principles to
analyze and interpret the results, record them using charts
or graphs and share them with the class in a multimedia
presentation.
Unit 4 (p51) Students demonstrate scientific inquiry by
considering the processes through which science fiction
has been the origin of many contemporary gadgets used in
everyday situations.
Unit 6 (p73) Students develop their understanding of the
impact of progress on the environment by considering the
percentages of waste and recycled goods in the fashion
industry. Students also interpret a diagram describing the life
cycle of a woollen jumper.
Project 2 (pp82–83) Students work cooperatively and use digital
technology to produce a local newspaper.
xxx
Unit 7 (p91) Students collaborate to initiate and manage a
discussion while sharing their experiences of social networking.
Unit 8 (p106) Students develop their planning, organization and
management skills while creating and conducting a survey.
Unit 9 (p109, 111) Students develop ethical awareness while
discussing charity actions.
The Practical English sections offer numerous scenarios for
collaborative group or pairwork and role plays, giving students
opportunities to develop their transferable skills of planning,
negotiation and pro-activity.
The group Projects after Units 3, 6 and 9 challenge students
to work co-operatively in small teams or groups, extend their
knowledge beyond the classroom and organize and present
their ideas. The projects allow them to develop negotiation,
planning, decision-making and time management skills.
Project 1 (pp44–45) ‘A class survey’: Students work
collaboratively to define the focus of a survey, plan and refine
questions, interview their peers, collate and analyze survey
results, decide on the presentation format, present their
findings and evaluate their own learning.
Project 2 (pp82–83) ’Read all about it!’ Students demonstrate
initiative by identifying a number of sources from which
to collect information, planning, organizing and managing
different tasks, writing articles, assessing each other’s work and
publishing the final product.
Project 3 (pp120–121) ‘Our local area’: Students collaborate to
collect ideas, research, write notes, assess each other’s work,
prepare and give a presentation or make a documentary.
Unit 7 (pp. 88, 90–91) Students develop their understanding
of the impact of progress on a local and on a global level by
considering what we will be like in the future and discussing
social networking to support isolated communities.
Unit 8 (p106) Students reason mathematically by recording and
interpreting results of a survey, and express quantity in a written
report.
Project 3 (pp.120–121) Students apply their knowledge of
technological tools to collaborate in the production of a
multimedia presentation or a documentary about their local area.
A number of CLIL topics enrich students’ knowledge of
mathematical, scientific and geographical competences in English:
Unit 1 (Focus on Geography, p123) Students analyze and interpret
statistical data on population change by interpreting two graphs.
Unit 3 (Focus on Biology, p125) Students build on their knowledge
of basic scientific principles by interpreting and completing charts
on nutrients in food.
Unit 4 (Focus on ICT, p126) Students apply logical thinking skills to
reach conclusions about the types of computer networks used in a
number of everyday situations.
Unit 8 (Focus on Maths, p130) Students interpret graphs
representing statistical data and use this data to reach conclusions
about the results of a survey.
Key competences
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Evaluation and testing
Mosaic provides a wide range of ways for you to check your
students’ progress. The term ‘assessment’ covers a series of
procedures and tests, including informal assessment, selfassessment and formal assessment.
• Informal assessment is where the teacher checks how
well the students are learning using informal methods like
observation, questioning and correction, generally during
lesson time.
• Self-assessment encourages the student to reflect upon
and evaluate his or her own learning and learning strategies
with a view to future improvement. It should be noted
that the teacher, using this system of assessment will also
be evaluating not only the students’ learning, but also the
process of learning. In other words, not simply awarding
marks or deciding if something is correct or incorrect, but
also giving the students credit for positive learning strategies
and motivating them to learn further.
• Formal assessment is achieved through structured tests
and exams, which take place at set intervals during the year
and with different purposes in mind. These also include
diagnostic entry tests at the start of a course or end-of-term
and end-of-year tests. On the one hand, test results must
give an accurate picture of the students’ current level of
knowledge and skills, but on the other should also encourage
the students by concentrating on what they can do, and not
only on what they can’t. One of the main aims of testing is
diagnostic: in other words, to identify the need for revision,
consolidation or extension.
The Tests and Resources Multi-ROM for each level provides
extra revision practice and Extension (Extra fast finishers)
skills practice.
Self-assessment
Self-assessment plays an important role in the process of
learning. It involves the language student in a process of
reflection and appraisal of their own competences and skills,
while at the same time training them in how to consolidate
these competences. Mosaic deals with this important area in
the following ways:
• Student’s Book: students may be referred back to the
learning objectives of the unit when they have completed
it, and asked which items they are confident of being able
to use.
• Student’s Book Grammar sections: students are required to
look back at the presentation material and form hypotheses
about the new language, checking their understanding of
the form and usage.
• Student’s Book Review: suggest that students use the
Language summary page and complete any work or
worksheets they haven’t done to help them revise before
doing these exercises.
• Workbook Grammar and Vocabulary Reference: students
•
are encouraged to reflect on the grammar and vocabulary
of the unit, and do the exercises to check their grasp of
the language.
Workbook Review: a chance for students and teachers to
check progress, and see where more work, if any, needs to be
done. These may be set as homework, or done in class.
Formal assessment: Tests
A wide range of tests is available on the Tests and Resources
Multi-ROM. This contains all the tests as editable Word files and
as PDFs, the answer key and the accompanying audio files.
The Tests contain a wide range of material to evaluate students
including: a diagnostic test, nine unit tests, three end-of-term
tests, an end-of-year test and fourteen speaking tests. The
unit tests, end-of-term tests and end-of-year test are at three
levels to allow teachers to choose the test which best matches
the students’ abilities. All the tests have the same format and
include listening, vocabulary, grammar, reading and writing
sections. A marking scheme is provided, with a final mark out of
100 for each test. There is also a speaking test for each unit. The
Diagnostic test covers language that students will have learned
previously and is a useful tool for measuring the students’ level
of English. The Unit tests cover all the language covered in each
unit. The three end-of-term tests cover material from units 1–3,
4–6 and 7–9 respectively. Each one tests language and skills
work from those Student’s Book units. There is also an end-ofyear test.
Continuous assessment
In addition to using the test material provided, teachers may
also wish to assess students’ progress on a more regular basis.
This can be done by giving marks for students’ homework and
for their performance in class. There are various opportunities
to assess students’ progress as you are working through a unit.
The Practical English and Writing pages all require students to
produce a dialogue or text that could be used for assessment
purposes. Make sure that students know that you are marking
their work, as they will respond more enthusiastically to
productive tasks if they know that it will influence their
final grade.
There is a photocopiable Evaluation Record Sheet on
page xxxviii of this Teacher’s Guide, which can be used to keep a
record of students’ progress during the year. The sheet includes
sections for continuous assessment and for the test results.
The sheet can be used by both the teacher and the student to
see which areas the student is good at and could do extension
work in, and which areas of language need to be revised.
Use the appropriate level of worksheets from the Tests and
Resources Disc to provide extra practice at the students’ level.
Evaluation and testing
4652094 Mosaic TG3 LOMCE PRESS.indb 31
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Assessing Speaking and Writing
Speaking
The speaking tests in Mosaic are in three parts:
1 About you (suggested weighting: 20%)
Students respond to personal questions about themselves, their
experiences, their likes and dislikes, etc. The questions recycle
vocabulary from the units and use a variety of tenses.
2 Role play (suggested weighting: 40%)
This part of the test assesses students’ ability to use the
communicative expressions taught in the Speaking section
of each unit. Students complete a dialogue with the target
expressions, and then practise the dialogue. There is an
extension section, which provides an alternative format for
students of higher ability.
3 Photo description (suggested weighting: 40%)
Students are given two or three photographs and asked to
describe general and detailed aspects of them and also to give
their opinions on issues arising from the photos. There is an
extension section, which includes some more general opinionbased questions, or questions comparing the photos.
The following criteria can be used to assess students’
performance in the speaking tests:
• Content: How well did students complete each task? Did
they answer the questions and add relevant opinions?
• Fluency: How natural did the students sound? Did they
manage to speak without hesitating too much?
• Interaction: How well did students interact with you or their
partner? To what extent did they have a real conversation?
• Language: Did students use appropriate vocabulary and
grammar? For the unit tests, did they use new vocabulary
and grammar taught in the unit? How rich / varied was their
language?
• Accuracy: How many errors were there, especially basic
errors?
xxxii
Writing
The Writing section of each test in Mosaic asks students to
produce a written text of a similar type as the corresponding
unit of the Student’s Book. The following criteria can be used to
assess each piece of writing:
• Content: Have students completed the task successfully?
Have they included all the information specified in the
instructions?
• Appropriacy: Have students used language appropriate to
the task type, for example informal expressions in an email to
a friend?
• Organization: Is the writing appropriately organized into
paragraphs and appropriately laid out?
• Language: Have students used appropriate vocabulary and
grammar? How rich / varied is the language used?
• Linking: Are linking words and expressions used
appropriately to give the text cohesion?
• Accuracy: How many errors are there in lexis and grammar,
especially basic errors?
The Common European Framework
The Common European Framework of Reference for Languages
(CEFR), developed by the Council of Europe (Language
Policy Unit), includes reference level descriptions to promote
transparency and coherence in language learning, teaching and
assessment. The CEFR describes foreign language proficiency
at six levels: A1 and A2, B1 and B2, C1 and C2. The ‘can do’
statements corresponding to each level of the CEFR are
designed to be used by everyone involved in foreign language
education. These include teachers, teacher trainers, ministries
and education bodies which set foreign language curricula,
publishers developing new materials, and of course students
who wish to evaluate their own progress. The CEFR level that
most closely corresponds to Mosaic level 3 is B1.
The level descriptors for A2, B1 and B2 are included in the
End-of-year self-assessment chart on page xxxix.
Evaluation and testing
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Self-assessment checklist
xxxiii
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I can read for gist and quickly recognize the topics of
personal blogs.
I can deduce the personality of speakers from aural
descriptions.
I can recognize the meanings of public signs and
notices.
I can compare obligations now and in the past.
I can give and react to detailed descriptions of
personal experiences.
I can write a profile describing my school in detail.
Reading
Page 10:2
Listening
Page 12:4
Practical English
Page 11:6
Practical English
Page 11:9
Practical English
Page 17:9
Writing
Page 18:4
Yes /
No
Study strategy:
Do you record collocations using diagrams?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can give and respond to careers advice.
Speaking
Page 13:11
2 Complete the form.
I can talk about and assess educational experiences.
!!
** I can do this very well.
Speaking
Page 9:1
!! I need to try this again. ! I could do this better. * I am satisfied.
Yes /
No
Study strategy:
Do you find evidence in a reading text to
support your answers?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
2 Complete the form.
I can write a narrative.
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can write a review of a book, film or play I have
enjoyed.
Writing
Page 25:10
Writing
Page 30:4
I can express preferences on events to go to in my
local area, and decide which ones to attend.
I can listen to a conversation and determine decisions
agreed on by the speakers.
Listening
Page 28:2
Practical English
Page 29:8
I can listen to an author’s podcast for specific factual
details.
I can read and match headings to paragraph topics.
I can talk about cultural traditions from my country.
I can describe and give opinions about different films
and film genres.
!!
** I can do this very well.
Listening
Page 24:4
Reading
Page 22:1
Speaking
Page 27:7
Speaking
Pages 21:2 and
23:8
!! I need to try this again. ! I could do this better. * I am satisfied.
Unit 2
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
Unit 1
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
Class: __________________
Name: _____________________________
Name: _____________________________
Class: __________________
Student self-assessment checklist
Student self-assessment checklist
4652094 Mosaic TG3 LOMCE PRESS.indb 34
I can extract new vocabulary from a reading text and
use it accurately in a new context.
I can listen to a conversation and correct errors in
notes about it.
I can evaluate options and reach an agreement about
which one to choose.
I can write about bargains I’ve bought.
I can compare advantages and disadvantages and
write a discussion essay.
Reading
Page 35:3
Listening
Page 40:2
Practical English
Pages 40:6 and
41:7
Writing
Page 35: 9
Writing
Page 42:6
Yes /
No
Study strategy:
Do you try to use more varied vocabulary
to sound more interesting?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
!!
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can read and match specific examples with general
descriptions in a text.
Reading
Page 34:1
2 Complete the form.
I can talk about my shopping preferences and habits.
Speaking
Page 33:1
I can match new vocabulary from a text with the
correct definitions.
I can recognize the sequence in which specified
information appears in a listening text.
Reading
Page 52:3
Listening
Page 51.4
Yes /
No
Study strategy:
Do you organize your ideas into a paragraph
plan before you start a writing task?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can write a personal email to a friend.
I can write about travel experiences I’ve had.
2 Complete the form.
Writing
Pages 49:8
and 56:4
I can understand and give instructions for using a
smart phone.
I can access customer service and assistance by
telephone.
I can recognize where missing sentences belong in
a text.
Reading
Page 48:1
Practical English
Pages 50:2
and 55:7
I can use generalizations and adjectives to express
opinions about a variety of situations and experiences.
I can give a short talk on the work of musicians I like.
!!
** I can do this very well.
Speaking
Pages 47:2
and 53:8
!! I need to try this again. ! I could do this better. * I am satisfied.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
** I can do this very well.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied.
Unit 4
Unit 3
Class: __________________
Name: _____________________________
Name: _____________________________
Self-assessment checklist
Class: __________________
Student self-assessment checklist
Student self-assessment checklist
xxxiv
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4652094 Mosaic TG3 LOMCE PRESS.indb 35
Self-assessment checklist
xxxv
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**
I can describe, express opinions on, and make
deductions about a photograph.
I can sequence and describe events appropriately in
writing.
I can write a short news article.
Practical English
Page 67:9
Writing
Page 68:2/3
Writing
Page 68:4
I can make detailed comparisons between audio
material and written texts on the same topic.
I can discuss how food is made and served and
express opinions about the options on a menu.
I can write a report on modern technology and its
effect on the environment.
Listening
Page 74:4
Practical English
Page 79:5
Writing
Page 80:4
Yes /
No
Study strategy:
Do you identify the key words on questions
before you answer them?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
Yes /
No
Study strategy:
Do you watch English films or visit English
websites to improve your English?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
!!
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can identify which information is covered in, or
omitted from, an article.
Reading
Page 72:2
2 Complete the form.
I can describe a simple production process.
I can discuss how environmentally friendly my
lifestyle is.
** I can do this very well.
Speaking
Page 73:8
Speaking
Page 71:2
A useful expression
I can listen for the gist and topic of news reports.
Listening
Page 62:2
*
What I remember:
A useful question
I can use the content of an article to answer interview
questions.
Reading
Page 60:3
!
What I remember:
A useful question
I can predict the content of a reading text, using
headings and illustrations.
Reading
Page 60:2
!!
2 Complete the form.
I can discuss rules and laws and the reasoning behind
them.
Speaking
Page 65:7/8
!! I need to try this again. ! I could do this better. * I am satisfied.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
** I can do this very well.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied.
Unit 6
Unit 5
Class: __________________
Name: _____________________________
Name: _____________________________
Class: __________________
Student self-assessment checklist
Student self-assessment checklist
4652094 Mosaic TG3 LOMCE PRESS.indb 36
Yes /
No
Learning strategy:
Do you try to use the context to work out
the meaning of words before you check in
a dictionary?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
2 Complete the form.
!!
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can write a blog entry detailing intentions and plans
for the future.
I can listen to an interview and complete factual notes.
Listening
Pages 88:3
and 90:1
Writing
Page 94:4
I can listen to sports commentaries and match them
with written headlines.
Listening
Page 85:2
I can check in for a flight, and deal with making
arrangements for onward travel from an airport into the
city centre.
I can read an article to check detailed facts.
I can read travel schedules and extract the information
I need from them.
Reading
Pages 90:3
and 93:6
Practical English
Page 93:7/8/9
I can discuss my use of social media.
Speaking
Page 91:8
I can identify speakers’ feelings in an informal
conversation.
Listening
Page 100:3
Yes /
No
Learning strategy:
Do you remember to react to what your
partner said and sound interested when you
and he/she are speaking to each other?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can write a class survey.
Writing
Page 106:5
2 Complete the form.
I can make apologies and promises.
Practical English
Page 105:8/9
I can listen and identify the correct sequence of
speaking turns in two dialogues.
I can deduce the meanings of unknown words from
their context in a reading text.
Reading
Page 100:1
Listening
Page 104:5
I can speculate about hypothetical situations and their
consequences.
I can talk about personal characteristics.
!!
** I can do this very well.
Speaking
Page 101:10
Speaking
Page 97:1
!! I need to try this again. ! I could do this better. * I am satisfied.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
** I can do this very well.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied.
Unit 8
Unit 7
Class: __________________
Name: _____________________________
Name: _____________________________
Self-assessment checklist
Class: __________________
Student self-assessment checklist
Student self-assessment checklist
xxxvi
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Self-assessment checklist
xxxvii
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Class: __________________
I can identify the main ideas of paragraphs in a
reading text.
I can listen to an audio text to deduce the sequence
of events described in it.
I can evaluate and decide on campaign activities for
a local cause.
I can write a formal letter to a newspaper on a
contentious local issue.
Reading
Page 115:3
Listening
Page 110:1
Practical English
Page 117:6/7
Writing
Page 118:4
Yes /
No
Learning strategy:
Do you try to use the context to work out
the meaning of words before you check in
a dictionary?
How can I improve?
Objectives:
One thing which I need to improve
Some useful words
A useful expression
What I remember:
A useful question
!
*
**
Other activities:
Read a magazine
Write a letter
Look at web pages
Write an email or chat
Watch a TV programme, video or DVD
Read a reader
Listen to music
Revise before a test
Learn new words
Do homework
What did you do in English outside class?
I can discuss national symbols and icons and the
traditions behind them.
Speaking
Page 115:9
2 Complete the form.
I can describe styles of clothing in detail.
!!
** I can do this very well.
Speaking
Page 112:1/2
!! I need to try this again. ! I could do this better. * I am satisfied.
1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
Unit 9
Name: _____________________________
Student self-assessment checklist
xxxviii
Evaluation record sheet
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End-of-year test 2
End-of-year test 1
End-of-term 3 test
Unit 9
Unit 8
Unit 7
End-of-term 2 test
Unit 6
Unit 5
Unit 4
End-of-term 1 test
Unit 3
Unit 2
Unit 1
Diagnostic
2 Test results
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 3
Unit 2
Unit 1
Date
Listening
Grammar
Vocabulary
Vocabulary
1 Classwork (Continuous assessment)
Evaluation record sheet
Grammar
Speaking
Listening
Reading
Name of student
Writing
Reading
Writing
Total / 100
Class
Speaking
Comments
End-of-year self-assessment
Name:
Date:
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A2, B1 or B2.
Then put ticks (✓) or crosses (✗) in the table.
A2
B1
B2
Listening
Reading
Conversation
Speaking
Writing
A2
B1
B2
Listening
I can understand phrases and the
highest frequency vocabulary related
to areas of most immediate personal
relevance (e.g. very basic personal and
family information, shopping, local area,
employment). I can catch the main point
in short, clear, simple messages and
announcements.
I can understand the main points
of clear standard speech on familiar
matters regularly encountered in work,
school, leisure, etc. I can understand
the main point of many radio or TV
programmes on current affairs or topics
of personal or professional interest when
the delivery is relatively slow and clear.
I can understand extended speech
and lectures and follow even complex
lines of argument provided the topic is
reasonably familiar. I can understand most
TV news and current affairs programmes.
I can understand the majority of films in
standard dialect.
Reading
I can read very short, simple texts. I can
find specific, predictable information
in simple everyday material such as
advertisements, prospectuses, menus
and timetables and I can understand
short simple personal letters.
I can understand texts that consist
mainly of high frequency everyday or
job related language. I can understand
the description of events, feelings and
wishes in personal letters.
I can read articles and reports concerned
with contemporary problems in which
the writers adopt particular stances
or viewpoints. I can understand
contemporary literary prose.
Conversation
I can communicate in simple and routine
tasks requiring a simple and direct
exchange of information on familiar
topics and activities. I can handle very
short social exchanges, even though I
can’t usually understand enough to keep
the conversation going myself.
I can deal with most situations likely to
arise while travelling in an area where
the language is spoken. I can enter
unprepared into conversation on topics
that are familiar, of personal interest or
pertinent to everyday life (eg. family,
hobbies, work, travel and current events).
I can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers
quite possible. I can take an active
part in discussion in familiar contexts,
accounting for and sustaining my views.
I can use a series of phrases and
sentences to describe in simple terms
my family and other people, living
conditions, my educational background
and my present or most recent job.
I can connect phrases in a simple
way in order to describe experiences
and events, my dreams, hopes and
ambitions. I can briefly give reasons and
explanations for opinions and plans. I
can narrate a story or relate the plot of a
book or film and describe my reactions.
I can present clear, detailed descriptions
on a wide range of subjects related to my
field of interest. I can explain a viewpoint
on a topical issue giving the advantages
and disadvantages of various options.
I can write short, simple notes and
messages relating to matters in areas
of immediate need. I can write a very
simple personal letter, for example
thanking someone for something.
I can write simple connected text on
topics which are familiar or of personal
interest. I can write personal letters
describing experiences and impressions.
I can write clear, detailed text on a wide
range of subjects related to my interests.
I can write an essay or report, passing on
information or giving reasons in support
of or against a particular point of view.
(Oral
interaction)
Speaking
(Oral
production)
Writing
Level descriptors © Council of Europe from The Common European Framework of Reference for Languages (CEFR)
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Starter unit
Unit summary
Culture note
Karaoke first became popular in Japan and other Asian
countries but is now quite a common activity in the UK.
The name karaoke comes from the words empty and
orchestra in Japanese.
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Adjectives: emotions: angry, excited, funny, lonely, nervous,
relaxed, surprised, tired
Verbs: experiences: cook a healthy meal, feel worried, go on
a school trip, have a lie-in, have a sleepover with friends, make
new friends, sunbathe
Holidays: book a hotel / hostel / B and B (bed and breakfast),
buy souvenirs from a shop, explore a new place, get sunburned,
go abroad on holiday, have an accident, hire a car on holiday,
lose your suitcase or passport, meet new people, miss a flight /
the bus / the train, send a postcard
Food: beans, carrots, cheese, chicken, chilli sauce, pepper, sugar,
salt, yoghurt, crunchy, healthy, spicy, sweet, tasty
Learn it!: lose, miss
Grammar
Past simple: completed actions in the past
Present simple and present continuous: habits and
activities that are happening now
Comparative and superlative adjectives
Exercise 2
• Ask students to read the events. Stronger groups could try
•
•
ANSWERS
1 C
2 F
3 E
Aims
• Read and listen to an email and find the main information.
• Read an email and order the information.
• Practise using adjectives for describing emotions.
5
7
Develop social and civic competence.
Develop competence in linguistic communication.
Warm-up
• Ask students to look at the photo on page 4. Ask What are the
•
girls doing? Where? Why?
Elicit ideas from the class.
Exercise 1
$
• Ask students to look at the words in the box. Elicit that
•
the answer.
After checking answers, ask some extra questions, e.g. Where
does Sophie live now? Who is Jade? Why were they being noisy?
ANSWER
They had to find something quieter to do because the
neighbours couldn’t sleep and were very angry with them.
they are all adjectives to describe feelings. Ask students to
sort them into positive and negative adjectives. (Note that
surprised could be good or bad depending on the surprise.)
Ask students to copy the sentences into their notebooks and
complete them using the adjectives.
ANSWERS
1
2
3
4
nervous
angry
relaxed
lonely
•
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
5
6
7
8
excited
funny
tired
surprised
Express it!
• Draw students’ attention to the Express it! phrases and ask
1.01
• Invite a student to read the instruction and question.
• Play the recording and ask students to read and listen for
4 A
5 D
6 B
Exercise 3
•
Reading and Vocabulary
to order them without reading the text again, then read it to
check if they were correct. With a weaker group, ask them to
read the text again first.
Students write the letters in the correct order in their notebooks.
Check answers with the class.
•
•
•
them to find the phrases in the email (Line 13: Jade was really
into karaoke. Line 18: The neighbours couldn’t sleep a wink.)
Ask them to say the same thing in different words (Jade really
loved / was really enthusiastic about karaoke. The neighbours
couldn’t sleep at all.).
Ask What are you really into? Encourage students to talk about
this in small groups.
Ask students if they remember a time when they couldn’t
sleep a wink. When was it? Why? How did they feel?
Ask them to write two sentences of their own, including these
phrases, in their notebooks. Check their sentences carefully.
Starter unit
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Grammar – Past simple
Vocabulary and Speaking
Aims
Aims
• Revise how to use the past simple.
• Practise asking and answering questions using the past
• Practise asking and answering questions using the past
simple.
7 Develop competence in linguistic communication.
• Practise asking questions to get more information.
simple.
Exercise 4
7
5
• Invite a student to read out the example sentences. Elicit or
Exercise 6
•
•
point out that they are examples of the past simple tense.
Ask students to read the rules and allow them time to think
about how to complete them using the words in the box.
Elicit answers from the class.
Ask students to write the completed rules in their notebooks.
Check that they have written them correctly if necessary.
ANSWERS
1
2
3
4
5
•
• Ask students to use the words in brackets to complete the
•
•
•
•
Exercise 5
•
• Divide the class into pairs. Choose two students to act out
•
completed
regular
irregular
didn’t
did
sentences in their notebooks using the past simple tense.
Invite a student to read the example question aloud before
they start the exercise.
Check answers with the class.
Now ask them to give true answers to the questions. They
could write them down or you could use this task for extra
speaking practice.
Develop competence in linguistic communication.
Develop social and civic competence.
the conversation. Point out that the person who asked the
question asked two more questions on the same topic.
Focus students’ attention on the photo and the caption When
did you last … ? Ask them to take turns to choose one topic
and ask a When did you last … ? question. They should also ask
follow-up questions.
With a weaker group, look at the topics together and elicit
the past simple forms, especially of the irregular verbs (make,
feel, have).
Set a suitable time limit. Go round monitoring their
conversations and giving assistance as necessary.
Conduct class feedback.
Further practice
Grammar, Workbook page 5
Vocabulary, Workbook page 4
Grammar and vocabulary reference, Workbook pages 80–83
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
ANSWERS
1 What did you do last weekend?
2 Which film did you and your friends watch the last time you
went to the cinema?
3 Where did you and your family go on your last holiday?
4 How did you feel on your first day back at school?
5 When did you learn to ride a bike?
Grammar practice
• 1–3 star tasks to practise the past simple. Also available on the
Tests and Resources Multi-ROM.
T5
Starter unit
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• Conduct class feedback, asking questions about the photo
Vocabulary
and eliciting answers from individual students.
Aims
• Revise common phrases connected with holidays.
7
Develop competence in linguistic communication.
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.
SUGGESTED ANSWERS
A man is having a drink.
A woman is taking a photo.
People are buying souvenirs.
Reading
Aims
• Read a text about holiday plans and answer questions on it.
1
3
Exercise 4
go
explore
buy
meet
lose
miss
7
8
9
10
11
have
get
send
hire
book
•
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
•
•
•
then translate them into their own language.
Discuss translations as a class.
Speaking
Aims
• Ask and answer questions to describe what is happening in a
holiday photo.
3 Develop competence in cultural awareness and expression.
7 Develop competence in linguistic communication.
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.
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.
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.
ANSWERS
Culture note
Foreign holidays
It 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.
• Focus students’ attention on the Learn it! box. Read the
information out to the class.
1.02
Matt is in Icaria, Greece. Konnie is going to Portugal.
Exercise 2 Learn it!
• Ask students to copy the sentences into their notebooks and
$
• Focus students’ attention on the text and the photo of Matt.
ANSWERS
1
2
3
4
5
6
Develop digital competence.
Develop competence in cultural awareness and expression.
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.
ANSWER
France
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 practice
Vocabulary, Workbook page 6
Starter unit
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Exercise 5
Exercise 7
• Ask students to read the sentences 1–6 and find out if they
• Ask students to write the numbers 1–7 in their notebooks.
• Tell them that they must decide which verb is needed to
•
•
are true or false by reading the text again.
Ask them to correct any false sentences in their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
False. Matt promises to send Konnie a postcard.
True.
True.
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
•
ANSWERS
1
2
3
4
5
6
7
simple.
• Complete a text with verbs in the present simple and present
continuous.
7 Develop competence in linguistic communication.
don’t go
spend
take
explore
’m trying
’m reading
’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.
Aims
• Revise how to use the present simple and present continuous.
• Revise how to use adverbs of frequency with the present
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.
Writing
Aims
• Write a paragraph about typical summer holidays.
Exercise 6
7
3
• Ask a student to read out the instruction. With a weaker
Exercise 8
•
•
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.
• Divide the class into pairs or small groups and ask them to tell
•
ANSWERS
1 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.
T7
Develop competence in linguistic communication.
Develop competence in cultural awareness and expression.
•
•
•
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 practice
Grammar, Workbook page 6
Grammar and vocabulary reference, Workbook pages 80–83
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
Starter unit
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Vocabulary and Listening
Aims
• Revise vocabulary about food.
• Listen to a telephone conversation about food and answer
questions about it.
3 Develop competence in cultural awareness and expression.
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.)
• Give them 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
students to teach each other any new words. Drill
pronunciation of any problem words.
ANSWERS
1
2
3
4
5
He describes the café as the best in the country.
He isn’t eating rabbit.
Ella doesn’t like cheese very much.
He thinks it is one of the tastiest meals that you can eat.
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.
7
Develop competence in linguistic communication.
Exercise 1
Exercise 5
• Focus students’ attention on the photos A–I and ask if they
• Ask students to copy the table into their notebooks. Then ask
•
•
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.
ANSWERS
A chicken
D sugar
G carrots
B pepper
E chilli sauce
H salt
C cheese
F beans
I yoghurt
Exercise 2
them to complete the table.
ANSWERS
1 sweet 2 hotter 3 tastier 4 the most horrible
5 the worst 6 better 7 the best 8 same 9 different
Exercise 6
• Invite a student to read the instruction aloud. Ask students to
write the answers in their notebooks.
ANSWERS
1 most important 2 warmer
5 as tasty as 6 as spicy as
• 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 ANSWERS
crunchy: carrots
healthy: beans, carrots, cheese, chicken, yoghurt
spicy: chilli sauce
sweet: carrots, chilli sauce, sugar, yoghurt
tasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt
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
Aims
• Compare food using comparative and superlative adjectives.
7
Develop competence in linguistic communication.
Exercise 7
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.
• Divide the class into pairs or small groups. Ask them to
•
ANSWERS
Nathan 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.
•
choose at least two dishes from their country which they can
compare using comparative and superlative adjectives. They
should 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 practice
Vocabulary, Workbook page 7
Grammar, Workbook page 7
Grammar and vocabulary reference, Workbook pages 80–83
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
Starter unit
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Time for change
Unit summary
Vocabulary
Vocabulary (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-behaved
Adjectives: personal qualities: active, adventurous, ambitious,
artistic, confident, creative, curious, hard-working, logical,
mathematical, organized, sociable
Extra 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, survival
Learn it!: career, degree
Grammar
have to and must: modals of obligation and prohibition
can: modals of ability and permission in the present
could: modals of ability and permission in the past
will be able to: modals of ability and permission in the future
should and ought to: modals of advice
Functional language
Explaining 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 …
T9
Warm-up
Vocabulary
Aims
• Learn vocabulary about different life events.
• Describe events, people and rules.
3
Develop competence in cultural awareness and expression.
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 activity
Tell students about events from your own life as they note
down words from the word cloud which apply to your
experiences. Then discuss.
Culture note
Exchange programmes
Some UK schools organize for students studying a foreign
language to stay with a host family in a country where that
language is spoken. Then a student from that country stays at
the British student’s home for the same period of time.
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.
Unit 1
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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.
3
5
Develop competence in cultural awareness and expression.
Develop social and civic competence.
ANSWERS
1
2
3
4
5
6
7
Reading extension
• A short reading comprehension about a blog.
Exercise 4
Warm-up
• Ask students to look at the word cloud on page 9, identify all
• Focus students’ attention on the text and the highlighted
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.
ANSWERS
easy going – strict
compulsory – voluntary
dishonest – honest
well-behaved – badly behaved
direct – indirect
unfair – fair
unfamiliar – familiar
unacceptable – acceptable
rare – common
•
Reading preparation
Interactive task to pre-teach vocabulary for the blog.
Exercise 2
Sean
Alison
Sean
Alison
Sean
Sean
Alison
$
•
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.
ANSWERS
1
2
3
4
missed
settled into
felt at home
felt homesick
•
Vocabulary practice
Interactive vocabulary task.
Further practice
Language summary, Student’s Book page 19
Vocabulary, Workbook page 8
Vocabulary reference, Workbook pages 86–87
Vocabulary worksheets, Tests and Resources Multi-ROM
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.
ANSWERS
food, 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 1
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Grammar – Modals of obligation
and prohibition
Exercise 8
• Ask students to read the text to find one adjective which
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.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
3 Develop competence in cultural awareness and expression.
•
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.
•
•
•
ANSWERS
1
2
3
4
must / have to
had to
mustn’t
must / have to
•
Grammar practice
1–3 star tasks to practise modals of obligation and prohibition.
Also available on the Tests and Resources Multi-ROM.
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.
Develop competence in linguistic communication.
Develop social and civic competence.
Exercise 6
• Invite a student to read out the instruction. Go through the
Exercise 9
•
•
• Focus on the topics in the box. Encourage students to think
•
ANSWERS
1 don’t have to
2 don’t have to
3 mustn’t
4 mustn’t
5 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.
T11
must / have to
don’t have to
don’t have to
didn’t have to
School uniform in the UK
The 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.
7
5
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?
5
6
7
8
Culture note
ANSWERS
Example 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 obligation
4 no obligation
2 obligation
5 no obligation
3 prohibition
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.
•
•
about the rules they had to follow at primary school.
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 practice
Language summary, Student’s Book page 19
Grammar, Workbook page 9
Grammar reference, Workbook pages 84–85
Grammar worksheets, Tests and Resources Multi-ROM
Unit 1
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1.2 What should I do to get
experience?
Optional activity
Ask students to look at all the adjectives A–K and choose five
qualities which they think a successful student should have.
Divide the class into groups to discuss the qualities they chose
and why they chose them. You could ask students to rank
them in order of importance.
Vocabulary and Listening
Aims
• Learn vocabulary about personal qualities.
• Complete a questionnaire about strengths and weaknesses.
• Listen to a radio phone-in and answer questions about it.
7
5
4
•
Develop competence in linguistic communication.
Develop social and civic competence.
Develop sense of initiative and entrepreneurship.
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
Exercise 3
• Ask students to read the last paragraph of the text. Check they
•
•
•
Warm-up
• Invite students to think for a moment about the future. Ask
•
•
What would you like to do or be after you finish school? They
should think about why they want to do it and what would
make them suitable for that career.
Encourage a few students to present their future plans to the
class (but note that for some this may be quite personal or
they may not have decided).
You could talk about what you wanted to be when you grew up
and why you think it would have been suitable or not for you.
• Tell students they are going to listen to a radio phone-in.
•
Elicit what they think a radio phone-in is. They can check by
reading the title and the first paragraph of the text.
Ask students to copy the sentences 1–6 into their notebooks
and complete them with adjectives A–F.
Check answers with the class and check pronunciation.
Exercise 4
3 B
4 A
5 C
that David is a male name and Sasha a female.
•
to the example sentences. If necessary, remind them to write
them in their notebooks.
Check answers with the class and check pronunciation.
ANSWERS
•
2 K
write the adjectives in their notebooks.
Check answers with the class.
David: creative, active
Sasha: artistic, creative, mathematical
Exercise 5
3 H
4 I
5 J
6 L
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
$
1.05 Audio script pT135
• Tell students that you will play the phone-in again so that
•
• Ask students to study adjectives G–L and then match them
1 G
1.05 Audio script pT135
• Play the recording for students to listen to the phone-in and
6 D
Exercise 2
•
$
• Ask a student to read the instruction clearly to the class. Elicit
ANSWERS
1 F 2 E
Listening preparation
Interactive task to pre-teach vocabulary in the audio.
ANSWERS
Exercise 1
•
•
understand the scoring system.
Students complete the questionnaire in their notebooks.
Encourage some students to tell the class what their strengths
and weaknesses are. Alternatively, they could compare their
results in pairs or small groups.
With a class who know each other well, you could ask them
to complete the questionnaire about their partner or, if they
know you well, about you!
•
they can answer true / false questions. Ask them to read the
sentences. Check the meaning of should and ought to but
don’t go into too much detail as they will study should and
ought to in the following grammar section.
Play the recording once again (or twice with a weaker group)
for students to answer.
Check answers with the class, eliciting what they think of the
advice given.
ANSWERS
1 True.
2 False. David should start a blog or a website for his
football team.
3 True.
4 False. Sasha loves drawing pictures of buildings.
5 False. She ought to study Art or Design, Maths and Physics.
6 True.
Further practice
Language summary, Student’s Book page 19
Vocabulary, Workbook page 10
Vocabulary reference, Workbook pages 86–87
Vocabulary worksheets, Tests and Resources Multi-ROM
Unit 1
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Exercise 6 Learn it!
Exercise 10
• Write degree and career on the board. Explain that these
• Ask students to read the situation and the three pieces of
•
words which seem similar to Spanish words do not have the
same meaning.
Ask students to read the box, copy the sentences into their
notebooks and then translate them into their own language.
Grammar – Modals of ability, permission
and advice
•
•
•
Aims
• Learn how to use can, can’t, could, will be able to for talking
about ability and permission.
• Learn how to use should and ought to for giving advice.
• Complete sentences with the correct modal verb.
• Identify mistakes in modal verbs in a text and correct them.
7 Develop competence in linguistic communication.
advice. Encourage them to decide which advice they think is
best and why.
Ask them to read the text to find out what advice the writer
chose.
Then ask them to read it again and focus on the modal verbs
in brackets, correcting any mistakes. Go through the examples
(0 and 00) with the class before they start.
Check answers with the class.
ANSWERS
1 correct
2 shouldn’t / ought not to
3 will be able to
•
4 won’t be able to
5 should / ought to
6 correct
Grammar practice
1–3 star tasks to practise modals of ability, permission and
advice. Also available on the Tests and Resources Multi-ROM.
Grammar animation
• Presentation of the use of modals of ability, permission and
advice in context.
Aims
Exercise 7
• Ask students to copy the rules 1–4 into their notebooks. Then
•
ask them to match the underlined words in the example
sentences to the rules. Point out that some of the rules should
be used twice.
Check answers with the class.
could – 3
will be able to – 4
should – 1
ought to – 1
Exercise 8
• Ask students to write the negative and question forms in
•
• Practise giving advice using should and ought to.
• Practise giving reasons.
4
5
Develop sense of initiative and entrepreneurship.
Develop social and civic competence.
Exercise 11
• Read the instruction aloud and focus students’ attention on
ANSWERS
can – 2
can – 2
Language in action
their notebooks.
Check answers and point out that ought not to is not very
common in English. Instead we say shouldn’t.
ANSWERS
can’t, Can … ?
can’t, Can … ?
couldn’t, Could … ?
won’t be able to, Will … be able to … ?
shouldn’t, Should … ?
ought not to
Exercise 9
• Ask students to choose the correct option in each sentence
•
•
•
the situation in the box.
Remind them to use should and ought to, shouldn’t or I don’t
think he should / ought to … when giving advice.
Students decide which option they think is best and the
reasons why they think so, together with the reasons why the
other options are not as good.
Conduct class feedback. Praise good use of the target
language and correct any mistakes.
Culture note
Careers advice
The UK government requires all schools provide careers
guidance for students from the age of twelve. This is because
in the UK education system, at the age of thirteen, students
can make decisions about which subjects they wish to
continue and take examinations in, and which to stop studying
(though Maths, Science and English Language are compulsory
for all).
and write them in their notebooks.
• To highlight the tenses, especially with a weaker group, ask
them to find two sentences giving advice, two sentences
talking about the future and one sentence about the past.
ANSWERS
1
2
3
4
ought
should
be able to
should
T13
5 can’t
6 could
7 can’t
Further practice
Language summary, Student’s Book page 19
Grammar, Workbook page 11
Grammar reference, Workbook pages 84–85
Grammar worksheets, Tests and Resources Multi-ROM
Unit 1
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1.3 Around the world
Reading and Vocabulary
SUGGESTED ANSWERS
traditional family parties, rites of passage ceremonies: cover
the children’s bodies in paint, pierce their ears and noses,
knock out a tooth, ‘walkabout’, Tā Moko tattoos
Aims
Culture note
• Read and listen to an article about growing up in Australia
Coming of age in the UK
In the UK, most people believe you become an adult at
eighteen. This is the age when you can vote. The legal age of
maturity until 1970 was 21 and so some people still think of
this as a symbolic age, too. British eighteen-year-olds usually
just have a party with friends and/or family.
and New Zealand and find specific information.
• Correct mistakes about the text.
• Learn how to use noun suffixes.
3 Develop competence in cultural awareness and expression.
5 Develop social and civic competence.
Warm-up
• Write New Zealand and Australia on the board. Divide the class
in half. Ask one half to brainstorm what they know about New
Zealand and the other half to do the same about Australia.
Get feedback from students about the countries and make
two lists on the board.
Australia
It’s the sixth largest country in the world. The capital city is
Canberra, but Sydney, Melbourne, Brisbane, Perth and Adelaide
are bigger than the capital. The population is around 22 million.
A lot of the land in Australia is desert and it is called
the outback. There are a number of animals which are only
native to Australia: kangaroo, koala, emu and platypus.
New Zealand
New Zealand is made up of two main islands: The North
Island and the South Island. The capital city is Wellington but
Auckland is bigger. The population is around 4.5 million.
The Lord of the Rings films were filmed in New Zealand.
One native bird is the kiwi and people from New Zealand are
sometimes given the nickname Kiwis.
• Focus students’ attention on the photos on pages 14 and 15
and tell them that these were taken of people in Australia and
New Zealand. Explain that they are going to read and listen to
an article about growing up in these two countries.
Reading preparation
Interactive task to pre-teach vocabulary from the text.
Exercise 1
$
• Ask students to read the questions. Then ask them to read the
•
1.06
1
2
3
4
5
•
•
•
and how this occasion is usually celebrated.
Ask students to read the first paragraph of the article. Elicit the
meaning of rite of passage (an important stage in someone’s
life – in this case, the change from being a child to becoming
an adult).
Ask them to read the other two paragraphs and make a list of
the different ways of celebrating the rite of passage.
When they have finished, they can discuss their answers in
pairs. Check answers with the class and ask students if any
of the items from the lists they noted in the Warm-up were
mentioned in the article.
They learn that it is very important to survive.
It means that they have become an adult.
They learn to hunt and to survive on their own, without help.
They thought that they were ugly.
Today Tā Moko shows that a young Maori’s status has
changed and they are now adults.
Reading extension
Interactive task to make sentences about the text.
Exercise 3
• Focus students’ attention on the highlighted words in the text.
• Ask them to decide if the definitions are true or false and to
correct any false ones in their notebooks.
ANSWERS
1 True. 2 True. 3 False. You catch them and usually kill
and eat them. 4 True. 5 False. You fight in battles.
Vocabulary practice
• Interactive vocabulary task.
Word builder – Noun suffixes 1
Exercise 4
• Ask students to copy the table into their notebooks and
• Elicit from students what age you become an adult in Spain
•
article again and write the answers in their notebooks.
Read through the Interesting fact with the class. Do they know
what it sounds like?
SUGGESTED ANSWERS
Culture note
•
Exercise 2
•
complete it with the words in the box in their noun form.
Remind them that they can find these words in the text.
Check answers with the class and drill pronunciation.
ANSWERS
-al
-ion
-ish
survival
arrival
protection
achievement
Vocabulary practice
• Interactive tasks to practise vocabulary and answer questions
on a text about Native American teenagers.
Unit 1
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Exercise 5
Exercise 8
• Ask students to write and complete the sentences in their
• Divide the class into small groups to talk about the topics.
•
notebooks, using the nouns from exercise 4.
Check answers with the class. Elicit that these sentences relate
to the Australian walkabout.
ANSWERS
1
2
3
4
achievement
arrival
protection
survival
•
•
Exercise 9
• When the time is up, invite a student from each group to
present their group’s advice to the rest of the class. Encourage
the class to say whether they agree or disagree, giving reasons
for what they say.
Exercise 6 $ 1.07 Say it!
• Focus students’ attention on the words in the box and model
•
•
the sound /0/. Elicit from them where this sound comes in
each of the words, e.g. Where’s the /0/ in the word beginning
with ‘c’?
Play the recording for students to repeat the words.
There is a follow-up exercise for further practice on page 132.
Reading
Aims
• Identify the target reader and the purpose of a poster.
5
Develop social and civic competence.
Exercise 7
They need to choose four topics and think of at least one
piece of advice for each topic.
With a weaker group, remind them to use should and ought to.
Set a time limit for the task and ask the groups to write their
advice down in sentences.
•
•
•
Culture video: Difficult environments
Duration: 4.28 minutes
Topic: Learning to survive in difficult environments
Video worksheets are available in the iPack Resources tab.
Focus on … Geography
Go to page 123 for Curriculum extra: Population change.
Further practice
Pronunciation, Student’s Book page 132
Reading, Workbook page 12
Word builder, Vocabulary reference, Workbook page 86
Curriculum extra worksheet Unit 1, Tests and Resources Multi-ROM
• Ask students to read the questions and then look at the
•
poster to find the answers. Ask them to write them in their
notebooks.
Check answers with the class. In a class discussion, ask
students if they think this is good advice or not and
encourage them to explain why. Ask them which four of the
topics in the box they would most want advice about if they
were starting at a new school. Again, encourage them to give
reasons.
ANSWERS
1 The advice is for new students at Reyford High School and
the class is giving it to help new students settle in during
their first week at the school.
2 the school building, homework, breaks
Language in action
Aims
• Write advice for new students using should and ought to.
5
4
7
6
T15
Develop social and civic competence.
Develop sense of initiative and entrepreneurship.
Develop competence in linguistic communication.
Develop mathematical competence and basic
competences in science and technology.
Unit 1
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1.4 Practical English
Listening and Vocabulary
Exercise 4 $ 1.09 Say it!
• Focus attention on the Say it! box.
• Ask students to listen to the recording and repeat the phrases.
Aims
• Listen to a conversation about the important events and
•
changes in one young person’s life.
• Practise talking about life events and reacting to other people
talking about life changes.
7 Develop competence in linguistic communication.
•
•
Warm-up
• Focus students’ attention on the photos and title. Elicit what
•
•
Rebecca does and ask them how old they think she is.
Tell them that the red ribbon is a timeline. They can work out
how old she is now. (She was born in 1996.)
Listening preparation
A task to name three important events in your life.
Exercise 1
$
1.08 Audio script pT135
• Tell students they are going to listen to a conversation about
•
•
Rebecca Tunney. Ask them to read the events A–D.
Play the recording for students to listen and match the events
to the dates on the timeline.
Check answers with the class.
ANSWERS
A 2011
B 2012
C 1996
D 2012
Exercise 2
• Ask students to write the answers to the questions in their
ANSWERS
How awful!
What a pity!
That’s dreadful!
How exciting!
That’s fantastic!
Speaking
Aims
• Learn functional language to explain and react to change.
7
5
• Focus students’ attention on the events in the box. Ask
•
•
checking with the class.
• Ask students if they would be prepared to leave their friends
and move to another place to follow a dream like Rebecca did.
•
ANSWERS
1
2
3
4
She was five.
In 2006.
She was the youngest member of the team.
She finished 13th.
Exercise 3
$
1.08 Audio script pT135
• Invite a student to read the instruction aloud. Focus
•
•
students’ attention on the Functional language box on page 17.
Play the recording again and ask students to write down the
phrases they hear in the conversation.
Check answers with the class.
Develop competence in linguistic communication.
Develop social and civic competence.
Exercise 5
notebooks.
• If necessary, play the recording again.
• Allow students to compare their answers in pairs before
Play the recording, pausing if necessary, so that students
can practise.
Encourage them to get the intonation right – where the voice
goes up and down. It’s a good idea to tell them to write the
phrases in their notebooks and mark this intonation.
Play the recording as many times as they need.
There is a follow-up exercise for further practice, focusing on
sentence stress, on page 132.
•
them to tell other students about any events that they
have experienced. Invite two students to read the example
exchange aloud.
Divide the class into pairs or small groups. Point out that the
listeners should use the phrases in the Functional language
box.
With a weaker group, ask them to choose one event
only and set a time limit. When the time is up, they could
choose another event or change places with a different
student to talk about it again. This can build confidence in
quieter students.
With stronger students, encourage them to give as much
information as possible so that their classmates have plenty of
opportunities to react.
Go round monitoring and giving assistance as necessary.
Praise students for using the functional phrases well. Correct
any pronunciation problems.
Further practice
Pronunciation, Student’s Book page 132
ANSWERS
Oh really?
What happened next?
That’s fantastic!
How exciting!
That’s understandable.
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Reading
Language in action
Aims
Aims
• Read a conversation to find out about the speaker’s feelings.
• Learn about asking questions for more information.
• Make a timeline and discuss the events in it.
5
7
Develop social and civic competence.
Develop competence in linguistic communication.
Exercise 6
7
5
Exercise 8
• Ask students to make a timeline of the important events
• Invite a student to read the instruction aloud. With a weaker
group, ask them to answer the first question only, then let
them read again for the second part of the task.
Students write the answers in their notebooks.
Check answers with the class.
•
•
ANSWERS
Omar was angry about moving house at first but in the end,
he thought it was a good move.
What was the new house / your new school like?
How did you feel about leaving your friends?
Optional activity
Tell students to close their books and write these statements
on the board. Ask students to decide from memory if they are
true or false, and correct the false sentences. Ask two students
to read the dialogue in exercise 6 out loud for the class to
check their answers.
1 Omar moved house last month.
2 Omar’s new bedroom is big.
3 Omar was pleased to leave his friends.
4 Omar slept a lot before he started at his new school.
ANSWERS
1
2
3
4
False (Omar moved house last year.)
True
False (Omar was really upset to leave his friends.)
False (Omar didn’t sleep for a week before he started at
his new school.)
Exercise 7
• Focus students’ attention on the Language point. Ask them to
•
•
•
read the examples and find the corresponding sentences in
the conversation.
Students read the instruction and complete the rules in their
notebooks, choosing the correct options. Point out that need
to has a third person form (needs to / doesn’t need to).
Allow students to compare their answers in pairs before
checking them with the class.
Elicit some more sentences using these structures, e.g. She
was allowed to invite her friends for a sleepover. I need to study
harder.
Develop competence in linguistic communication.
Develop social and civic competence.
•
in their lives so far. Refer them to the ideas in exercise 5 if
necessary. Set a suitable time limit.
Go round monitoring carefully and helping any weaker
students.
Exercise 9
• Divide the class into pairs and ask half the class to read the
•
instruction for Student A and the other half for Student B.
Point out that they should use phrases from the Functional
language box and also say which events were ‘a good move’.
Set a time limit of four or five minutes. Go round monitoring
their discussions carefully. When the time is up, ask students
to change roles.
Exercise 10
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 1
Episode 2: Starting university
• Duration: 4.10 minutes
• Topic: The first weeks at Kenilworth University.
• Task: ‘Your turn’ – explaining and reacting to change.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Dialogue practice
Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 86
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
ANSWERS
1 necessity
2 necessary
3 permission
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1.5 Writing a school profile
Exercise 3
• Students write the adjectives and nouns in the correct order
Aims
•
•
•
•
Read a model text which describes a school.
Analyze the structure of the model text.
Learn about the order of adjectives.
Write a profile of their school.
7 Develop competence in linguistic communication.
3 Develop competence in cultural awareness and expression.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
Model text
Exercise 1
• Ask students to look at the image and compare the school in
•
•
the picture with their own. Point out that this text is a profile
on a website called Schools International.
Ask students to write the numbers 1–6 in their notebooks.
Explain that they need to read the profile to find the
information in sentences 1–6 and write the corresponding
paragraph A, B or C next to each number.
Check answers with the class and elicit what they like or don’t
like about this school.
•
ANSWERS
1
2
3
4
5
a friendly, new classmate
an ugly, long, black dress
a strict, young teacher
a big, new, white shirt
a tall, old, grey building
•
Language practice
Interactive task to practise the order of adjectives.
Writing task
Writing preparation
• Interactive task to help students to organize their ideas.
Exercise 4
• Explain that students are going to write a profile of their
school for the Schools International website.
• Go through the paragraph plan and make sure students
•
ANSWERS
1
2
3
4
5
6
A
C
B
C
B
A
Look at language – Order of adjectives
Exercise 2
• Ask students to copy and complete the table in their
•
notebooks.
Check answers with the class and point out that the table
gives the order for using different kinds of adjectives when
you want to put two or more together in a sentence.
in their notebooks.
Check answers with the class.
•
•
•
understand that they must structure their text in this way.
Encourage them to brainstorm individually or in pairs / groups
so that they have at least three things to write about in
each paragraph.
Ask students to write their texts. If they do this in class, go
round giving help and encouragement. Remind them that
they should use the modal verbs from unit 1 in their profiles.
Students could compare their profiles in pairs and discuss
any similarities and differences in a) the things their classmate
chose to include and b) the accuracy of the information.
Conduct class feedback, eliciting which points students feel
are the most important, for example, for any future exchange
students reading the profile. Then together you could make
one class profile to be given to the head teacher.
Further practice
Writing, Workbook page 13
ANSWERS
1
2
3
4
5
6
big
modern
boring
horrible
dark
fresh
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 1 game
Have some fun together while you revise with your class by
using the Lucky wheel game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 1 Review, page 20
• Workbook:
– Unit 1 Review, pages 14–15
– Grammar and Vocabulary reference and practice, pages
84–87
• Tests and Resources Multi-ROM:
– Unit 1 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 1 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 1 Communication: Pairwork worksheet
– Unit 1 Tests ( ★ , ★★ and ★★★ ). Available as a pdf
and in editable Word format.
The Workbook and Tests both include Cumulative tasks.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Adjectives:
behaviour and Adjectives: personal qualities).
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Review
Speaking
Reading
Exercise 4
• Tell students they are going to read four different situations
Exercise 1
• Ask students to write the numbers 1–10 in a list in their
•
notebooks.
Ask them to read the text to choose and write the correct
word for each gap.
•
•
ANSWERS
1
2
3
4
5
6
7
8
9
10
C
D
A
B
C
D
A
A
B
C
•
•
and have four conversations about them. Ask them to read
the instruction and information about the situations carefully.
Choose two students to act out the model in blue.
With a weaker group, allow students one minute to look back
at the phrases in the Functional language box on page 17
for reacting to change and to make a note of them in their
notebooks.
Divide the class into pairs and encourage them to take turns
to be the speaker. Go round monitoring their conversations.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Review, Workbook pages 14–15
Unit 1 Tests, Tests and Resources Multi-ROM
Writing
Exercise 2
• Invite a student to read the instruction aloud.
• Focus students’ attention on the questions. Point out that
•
these questions are to help them, but they may also include
other ideas in their paragraph, provided they are about what
they do when they get home from school.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
1.10 Audio script pT136
• Give students time to read the sentences before they listen to
the radio programme.
• Play the recording for students to listen and write the missing
•
words 1–6 in their notebooks. With a weaker group, you may
need to play it more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
common
creative
honest
strict
mustn’t
ought to
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Storytelling
Unit summary
Exercise 1
• Give students time to look at the four photos. Elicit the
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Adjectives: opinions: disappointing, dramatic, dull, enjoyable,
entertaining, hilarious, informative, original, predictable,
realistic, spectacular, terrifying
Books and films: award, beginning, bestseller, critic, ending,
film director, hit, main character, novelist, plot, review, setting
Extra vocabulary (practised and tested in 2 and 3 star tasks
and tests)
audience (n), box office (n), income (n), publicity (n), special
effects (n), talented (adj)
ghost (n), gift (n), joke (n), live (adj), performer (n), tale (n)
Word builder: a bit, fairly, incredibly, pretty, quite, very
Learn it!: character
Grammar
Quantifiers: too, too much, too many, (not) enough
Past simple: completed actions in the past
Past continuous: activities in progress at a certain time in
the past
when / while
Functional language
Expressing preferences (practised and tested in 1–3 star
tasks and tests)
I’d prefer … (to + infinitive)
I’d rather … (+ infinitive)
I’d love … (to + infinitive)
I’d rather not.
I’d prefer not to.
I’m not very keen on …
That sounds much better than …
I’ve heard it’s …
•
•
meaning of genre. Ask them to match each photo to a film
genre from the box.
Check answers with the class and ask them to think of more
films from each genre. Give them two minutes to discuss this
in pairs.
For each genre, elicit a few films from the class.
ANSWERS
A
B
C
D
comedy
action film
horror film
science fiction film
Exercise 2
• Focus students’ attention on the words in the box. Go
through them and make sure everyone understands them.
• Invite a student to read the example sentences aloud.
• Ask students to make sentences like the examples to describe
the films they thought of in exercise 1. Remind them to use
the words in the box.
•
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
The students may not be familiar with the adjective
informative from the box. Focus on this word and work
as a class to think of films or TV shows from their country
which could be described as informative and discuss why,
e.g. the news on TV is informative because we learn about
real things happening in the world. You could also elicit the
word documentary (a film or a radio / television programme
giving facts about something) and ask if they have seen any
documentaries.
Exercise 3
• Play the video for students to watch and interact with.
Warm-up
Vocabulary
Aims
• Learn adjectives for expressing opinions about films.
7
3
Develop competence in linguistic communication.
Develop competence in cultural awareness and expression.
Interactive video
Round up: Unit 2
Episode 1: Favourite stories
• Duration: 3.19 minutes
• Topic: Favourite stories
• Task: Answer the interactive question.
• Video scripts are available in the iPack Resources tab and on
the Test and Resources Multi-ROM.
Vocabulary presentation
• Interactive task to present the vocabulary with definitions
and audio.
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2.1 Is the story too complicated?
Reading extension
• A short reading comprehension about Canadian film director
James Cameron.
Reading and Vocabulary
Aims
Exercise 3
• Match headings to paragraphs in an article about
• Draw attention to the highlighted words in the text and go
film-making.
• Answer questions on the article.
• Learn vocabulary for talking about films.
7 Develop competence in linguistic communication.
•
Reading preparation
•
• Pre-teaching vocabulary for the reading text.
ANSWERS
Warm-up
• With books closed, ask students What do you think makes a film
successful? Encourage them to talk about recent or famous
films they have enjoyed and what made each film successful.
Exercise 1
$
1 income
2 publicity
1•11
Culture note
The first true ‘blockbuster’ film was made in 1975 and was
about a giant, man-eating, great white shark. It was called
Jaws, and it set new box office records for that summer,
starting a wave of films which were released with huge
marketing fanfare and carefully timed for the summer
holidays. Jaws made over $100,000,000 in ticket sales and this
became the benchmark by which a film was judged to be a
true blockbuster.
ANSWERS
2 A
3 C
4 D
5 –
6 B
Optional activity
Research it!
The extra heading is ‘Exciting music’. Ask students if they
think music is important in a film and teach them the word
soundtrack.
• Read the Research it! box with the class. Ask students to
•
Exercise 2
• Ask students to read the sentences in exercise 2. Then ask
•
•
5 box office
6 special effects
Vocabulary practice
them if necessary. Explain that, as they read and listen, they
need to decide which heading matches each paragraph. Point
out that there is one extra heading which they don’t need.
Play the recording for students to read and listen.
Allow students to compare their answers in pairs before
checking them with the class.
1 E
3 talented
4 audience
• Interactive vocabulary task.
• Check students understand the words in the box. Translate
•
•
through the meanings if necessary. Check that students can
all pronounce the highlighted words.
Ask students to read the sentences in exercise 3. Encourage
them to work individually to complete the sentences with the
highlighted words and write them in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
them to read the article again and decide if the sentences
are true or false, correcting any false sentences. Point out that
using the headings in exercise 1 can help them to find the
information more quickly.
Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the key, as long as the meaning is the same.
Ask students if any information in the article is surprising.
SUGGESTED ANSWERS
1 True.
2 False. The actors don’t need to be talented, but they must
be famous.
3 True.
4 False. Up to 80% of a film’s income can come from other
products such as DVDs, video games, books and toys.
5 False. The best time to release a film is at the beginning of
the summer holidays.
•
discuss in groups which films they think have made the most
money and which have spent the most money.
Give them the research task to do for homework. You could
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.
ANSWERS
Highest grossing films: Avatar (2009) made approximately
$2,800,000,000; Titanic (1997) made approximately
$2,200,000,000.
Most costly films to make: Pirates of the Caribbean: at World’s
End (2007) cost $300,000,000 to make. Other expensive
films are Spiderman 3 (2007), which cost $258,000,000, and
Harry Potter and the Half-Blood Prince (2009), which cost
$250,000,000.
Further practice
Language summary, Student’s Book page 31
Vocabulary, Workbook page 16
Vocabulary reference, Workbook pages 90–91
Vocabulary worksheets, Tests and Resources Multi-ROM
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Grammar – too, too much, too many,
(not) enough
Aims
• Learn how to use too, too much, too many, (not) enough with
adjectives and nouns.
• Complete sentences with too, too much, too many,
(not) enough.
• Focus on correct word order with too, too much, too many,
(not) enough.
7 Develop competence in linguistic communication.
•
Grammar animation
Presentation of too, too much, too many, (not) enough
in context.
Express it!
• Draw students’ attention to the Express it! box. Ask them to
find the expression just in time in paragraph E of the article.
Check they understand the meaning. Ask them to think of
examples from their own lives to illustrate just in time. With a
weaker group, give your own example or this one: I was late
but I ran to the station and I was just in time to catch the train.
Exercise 4
• Ask students to read the sentences. Focus attention on the
•
•
rules 1–5 and ask students to work in pairs to discuss which is
the correct option.
Elicit answers as a class. Encourage students to explain their
answers with reference to the example sentences.
Ask them to write the complete rules in their notebooks.
ANSWERS
1 an adjective
2 an uncountable
3 a countable
4 after
5 before
ANSWERS
1
2
3
4
Exercise 7
• Ask students to read the text in exercise 7 and find four
•
•
ANSWERS
1 too many
2 too
3 enough
Grammar practice
enough. Also available on the Tests and Resources
Multi-ROM.
Language in action
Aims
• Practise using adjectives to describe films and film genres.
• Practise using too and (not) enough with adjectives.
• Talk about favourite films.
7
5
3
Develop competence in linguistic communication.
Develop social and civic competence.
Develop competence in cultural awareness and expression.
• Ask students whether they can remember the adjectives
Ask Is ‘popcorn’ a noun or an adjective? Then Is it a countable
or uncountable noun? Elicit that we use too much with
uncountable nouns.
Divide students into pairs to complete the sentences and
write them in their notebooks.
Check answers with the class. Ask questions as in the example,
if necessary, to focus their attention on the grammar rules.
ANSWERS
1 too much
2 too
3 too much
4 enough
5 too much
6 too
• 1–3 star tasks to practise too, too much, too many, (not)
• Discuss the first sentence as an example with the class.
•
adjectives that they learned on page 21 (entertaining,
predictable, realistic, dull).
Ask them to complete the text as in exercise 5, but here they
can also use enough as well as too, too much or too many.
When they have finished, allow students to compare their
answers in pairs before checking them with the class.
Exercise 8
Exercise 5
•
There aren’t enough seats.
Are the actors talented enough?
We haven’t got enough crisps.
My drink isn’t cold enough.
4 too many
5 too
6 too many
Exercise 6
•
•
they used earlier to describe films and film genres. Elicit
suggestions from the class and write a list on the board.
Weaker students could look at page 21.
Go through the examples with the class. Ask students to think
of their favourite films. Students then discuss these films,
using the adjectives from the list with too or (not) enough.
As they discuss their favourite films, go round monitoring
and giving assistance. Correct any errors and praise good
sentences using too or (not) enough.
Further practice
Language summary, Student’s Book page 31
Grammar, Workbook page 17
Grammar reference, Workbook pages 88–89
Grammar worksheets, Tests and Resources Multi-ROM
• Ask students to read the instruction. Elicit which word comes
•
•
first in sentence 1 to help them start. With a weaker group, do
the whole of sentence 1 together as an example.
Students write the sentences in the correct order.
Check answers with the class.
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2.2 It was the perfect plot
ANSWERS
Aims
1
2
3
4
• Learn vocabulary about books and films.
• Listen to a podcast and answer questions about it.
• 1–3 star tasks to practise the vocabulary. Also available on the
Vocabulary and Listening
7
3
Develop competence in linguistic communication.
Develop competence in cultural awareness and expression.
Tests and Resources Multi-ROM.
Exercise 3 Learn it!
• Focus students’ attention on the Learn it! box. Invite a student
Vocabulary presentation
audio.
•
Exercise 1
• Students read the vocabulary in the box. Ask them Are all these
•
words about films? and elicit the fact that the topic is widening
to include written stories.
Ask students to copy the table into their notebooks and to
then categorize the words and write them in the correct
column of their tables.
Check answers with the class and check pronunciation.
•
Parts of the story
beginning
ending
plot
setting
Success and opinions
award
bestseller
hit
review
to read it aloud. Check that students understand the different
meanings.
Ask students to read sentences 1 and 2 and then translate
them into their own language.
Discuss the translations as a class, focusing on the way that
character has been translated in each case.
Exercise 4
$
1•12 Audio script pT136
• Tell students they are going to listen to a podcast about
ANSWERS
People
critic
film director
main character
novelist
5 setting
6 main character
7 film director
Vocabulary practice
• Interactive task to present the vocabulary with definitions and
•
novelist
bestsellers
reviews
plot
•
•
Nancy Yi Fan. Explain that the podcast is an interview between
a radio presenter and the founder of the Nancy Yi Fan fan club,
who is called Amanda. Elicit or teach the meaning of fan club
and founder.
Play the recording for students to listen to the podcast and
find out Nancy Yi Fan’s three favourite hobbies.
Check answers with the class.
ANSWERS
kung fu, bird-watching and reading
Optional activity
Exercise 5
Divide the class into pairs or small groups to decide which
words in exercise 1 are connected with films, which are
connected with books, and which can be about both films
and books.
• Tell students that you will play the podcast again. Ask them
•
ANSWERS
Films: film director, hit
Books: novelist, bestseller
Both: critic, main character, beginning, ending, plot, setting,
award, review
Exercise 2
• Focus students’ attention on the picture and ask Is this the
•
•
•
cover of a book or a film poster? Ask them to check their idea by
reading only the title of the text. They should understand that
it is about a book because they now know the word novelist.
Elicit what kind of story they think this is. Invite them to
quickly read the text to check their ideas. Discuss as a class.
Ask them to use the words in the box to complete the text in
their notebooks.
Check answers with the class.
If there is time, go through any unknown vocabulary from the
text. Translate if necessary.
•
$
1•12 Audio script pT136
to read the questions and possible answers. Check that they
understand what to do before playing the recording.
Then play the recording once again (or twice more with a
weaker group) for students to listen and answer.
Check answers with the class. Ask students what they think of
the novelist and if they would like to read Swordbird.
ANSWERS
1 b
2 a
3 c 4 b
Further practice
Language summary, Student’s Book page 31
Vocabulary, Workbook page 18
Vocabulary reference, Workbook pages 90–91
Vocabulary worksheets, Tests and Resources Multi-ROM
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Grammar – Past simple and past continuous
• Focus students’ attention on the picture. Elicit anything they
Aims
• Learn when to use the past simple and past continuous.
• Learn how to use when and while with the past simple and
past continuous.
7 Develop competence in linguistic communication.
•
Grammar animation
Presentation of the use of the past simple and past
continuous in context.
• Ask students to copy the example sentences into their
•
•
•
•
•
notebooks, underline all examples of the past continuous
tense and circle all examples of the past simple tense.
Check answers with the class. With a weaker group, write the
examples on the board and highlight differences in form; past
simple uses the past simple form of the verb (thought, had)
but past continuous uses was / were + -ing form of the verb
(was doing, was sleeping).
Focus students’ attention on the rules 1–3 and ask them to
work in pairs to discuss and complete the rules.
Elicit answers from the class. Encourage students to explain
their answers with reference to the example sentences.
Ask students to write the completed rules in their notebooks.
ANSWERS
1 past continuous 2 past simple 3 when, while
ANSWERS
1
2
3
4
in their notebooks in the past simple or past continuous.
Encourage them to refer to the rules in exercise 6 to help them.
With a weaker class, do one example with the class. Remind
them that some verbs are irregular and have a past simple
form which does not end in -ed.
Check answers with the class.
4 didn’t read
5 were standing
Exercise 8
• Ask students to read the instructions and complete the
•
•
•
took
escaped
forgot
was walking
9 found
10 began
Language in action
Aims
• Write a review of a book, film or play.
• Practise using past simple and past continuous forms with
when and while.
• Practise using vocabulary about books and films.
3
4
sentences with the past simple or the past continuous. They
also need to choose between when and while.
Do the first sentence as an example with a weaker group.
Ask students to check any irregular verbs in the table on
page 135. Then check answers with the class.
Ask Have you read any of these books or seen the films? If so,
invite them to give their opinion and use adjectives from this
unit to describe the book / film.
Develop competence in cultural awareness and expression.
Develop sense of initiative and entrepreneurship.
Exercise 10
• Ask students to read the five topics.
• Divide the class into pairs to find one piece of information
•
•
•
ANSWERS
1 met
2 were watching
3 were, doing
5
6
7
8
Also available on the Tests and Resources Multi-ROM.
• Ask students to use the verbs to complete the sentences
•
read
was
left
were crossing
• 1–3 star tasks to practise the past simple and past continuous.
Exercise 7
•
know about this book or film, plus their opinions.
Ask them to read the instruction and complete the review.
Check answers with the class.
Grammar practice
Exercise 6
•
Exercise 9
•
for each topic in the review in exercise 9. (The plot: about an
exciting journey; the setting: a world of mountains and forests;
beginning: Bilbo Baggins left home; ending: was very dramatic;
the main character: Bilbo Baggins; your opinion: exciting,
dramatic.) Check answers with the class.
Ask students to think of a book, film or play they have enjoyed.
Encourage them to use the book review of The Hobbit as a
model and write a review of their book, film or play.
Go round monitoring and giving assistance. Correct errors and
praise sentences which use the grammar correctly.
You could display their reviews for all the class to read. Each
student could choose one review of a book, film or play that
they have not seen / read and tell the class why they think it
sounds good.
Focus on … Literature
Go to page 124 for Curriculum extra: Types of writing.
Further practice
Language summary, Student’s Book page 31
Grammar, Workbook page 19
Grammar reference, Workbook pages 88–89
Grammar worksheets, Test and Resources Multi-ROM
Curriculum extra worksheet Unit 2, Tests and Resources Multi-ROM
ANSWERS
1 was standing, when, surprised 4 When, hit, were having
2 bit, while, was visiting
5 tried, while, was sleeping
3 had, while, were travelling
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2.3 Around the world
Developing reading skills
• Students need to get into good habits when reading
•
•
longer texts. Encourage them always to:
– look at any helpful extra material on the page, such as
pictures or diagrams.
– read the title or heading and predict the content of
the text.
– skim the text for the general topic, without worrying
about unknown vocabulary.
– use headings or, if there are no headings, topic sentences
to locate the place in the text to find specific information
to answer questions.
Students need to learn to use their dictionaries effectively.
Teachers can promote this with fun activities such as:
Dictionary races – students compete to find definitions in the
shortest time.
Crazy definitions – students write multiple-choice quizzes
for each other with two crazy definitions and one correct
definition.
Students need to understand connections in reading texts.
Help them by circling reference words such as it, that and
pronouns he / she / they, etc. Ask questions such as What
does ‘it’ refer to here?
Warm-up
• Write Ireland on the board. Elicit anything students know
about Ireland.
Culture note
Ireland is an island in the North Atlantic Ocean to the west
of Great Britain. It has two parts: Ireland (also known as the
Republic of Ireland, or Eire) and Northern Ireland, which is part
of the UK. Both parts belong to the European Union. It is often
called ‘the Emerald Isle’ because it has a temperate climate
which produces very green countryside.
Capital cities: Dublin (Ireland), Belfast (Northern Ireland)
Population: 6.4 million, of which 4.6 million live in Ireland and
1.8 million live in Northern Ireland.
Ireland has many world-famous sites, including the Giant’s
Causeway in County Antrim and the Titanic shipyard in Belfast
in the north, the cliffs of Moher in the west and Trinity College
library in Dublin.
The following notes refer to material on Student’s Book page 27.
Reading and Vocabulary
Aims
• Read a text about a storytelling tour of Ireland and identify
details.
• Correct mistakes about the text.
• Learn how to use adverbs of degree.
• Talk about your own country or region.
3
6
7
•
Develop competence in cultural awareness and expression.
Develop mathematical competence and basic
competences in science and technology.
Develop competence in linguistic communication.
Reading preparation
Identifying true and false facts about Ireland.
Exercise 1
$
1•13
• Focus attention on the numbers in the box.
• Play the recording for students to read and listen to the text,
•
paying special attention to the numbers and why they are
important.
Check answers with the class.
ANSWERS
23 – 23 million people have enjoyed a performance
of Riverdance.
45 – People in 45 countries have enjoyed a performance
of Riverdance.
5 – There are five lines in a limerick.
18 – The first known limericks date back to the 18th century.
1000s – Thousands of people kiss the Blarney Stone each year.
Optional activity
If students have access to the internet, ask them to search
for information about stories or songs from or about one of
the other places on the map on page 26 (Galway, Kilkenny,
Killarney, Shannon, Sligo or Tipperary). They could work
individually or in small groups and write a short paragraph
about what they found.
Exercise 2
• Give students time to read the text again.
• Ask them to find and correct the mistakes in their notebooks.
• Check answers with the class.
ANSWERS
1 Riverdance is about Ireland and its people.
2 A limerick always has the same structure.
3 Queen Elizabeth decided to let Lord Blarney keep the
castle.
4 Kissing the Blarney Stone means you will get the gift of
beautiful speech.
5 Molly Malone was a girl who sold fish on the streets of Dublin.
6 Irish folk music tells stories about people’s everyday lives.
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Reading and Vocabulary aims
Exercise 6
• See page T26.
• Invite a student to read the example sentence aloud and
•
Reading extension
A short reading comprehension about Bram Stoker’s Dracula.
•
Exercise 3
• Focus students’ attention on the highlighted words in the
text.
• Ask students to choose the correct option from A and B. Tell
•
them to write them in their notebooks.
Check answers with the class.
ANSWERS
1 A
•
2 A
3 B 4 A
5 B 6 B
Vocabulary practice
Interactive vocabulary task.
Exercise 4
$
•
•
to do this. Ask students to repeat them in isolation. (They
will hear the difference between the sounds clearly if you
ask them to put their hands on their throat because there is
vibration of the vocal chords in /z/.)
Play the recording, pausing if necessary, for students to listen
and repeat the words.
Ask them to copy the table into their notebooks and write
the words in the correct column according to the sound they
contain. Play the recording again for students to check.
There is a follow-up exercise for further practice on page 133.
Exercise 5
• Explain that the words in the triangle are adverbs of degree.
Elicit or explain that they make adjectives stronger or weaker.
• Focus students’ attention on the adverbs. Ask them to find
each word in the text and work out the meaning. They then
copy the triangle into their notebooks and complete it with
the adverbs.
Check answers with the class.
ANSWERS
• Interactive vocabulary task.
Language in action
Aims
• To discuss the topic with reference to their own culture.
3
7
5
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
Develop social and civic competence.
Exercise 7
• One student reads out the discussion questions. Check that
they know the meaning of traditional, local and legends.
/z/
music, these, wasn’t
Word builder – Adverbs of degree
•
Her songs are pretty entertaining.
The play was very disappointing.
The book was quite enjoyable.
The show is a bit dull.
That director’s films are incredibly dramatic.
The limerick was fairly ridiculous.
• Encourage students to discuss the questions about their
ANSWERS
/s/
also, dance, song
ANSWERS
1
2
3
4
5
6
Vocabulary practice
1•14 Say it!
• Focus attention on the Say it! box.
• Model the sounds /s/ and /z/ clearly or use the recording
•
•
another student to read aloud the rewritten sentence in blue.
Elicit in which sentence the dancers were better, and highlight
that this is because the adverb has changed.
Ask students to rewrite sentences 1–6 in their notebooks,
using the triangle to make them one degree stronger or one
degree weaker according to the arrows.
Check answers with the class.
•
•
region or country. Point out that everyone in their group
should try to speak. Set a time limit.
Write sentence starters on the board to help, if necessary.
Invite some students to tell the class about their group’s
discussion.
Culture video: Great Irish writers
• Duration: 3.59 minutes
• Topic: Famous Irish Writers who lived in Dublin.
• Video worksheets are available in the iPack Resources tab.
Further practice
Pronunciation, Student’s Book page 133
Reading, Workbook page 20
Word builder, Vocabulary reference, Workbook page 90
1 incredibly 2 quite 3 a bit
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2.4 Practical English
Listening and Vocabulary
Aims
• Listen to a discussion about which event to go to and
Exercise 3
•
•
understand what decisions the speakers make.
• Learn functional language to express preferences.
• Learn which verbs take the -ing form and which verbs take to
+ infinitive.
• Complete sentences with the correct form of the verbs.
5 Develop social and civic competence.
3 Develop competence in cultural awareness and expression.
7 Develop competence in linguistic communication.
• Tell students they are going to read an online events guide
and elicit the meaning of online if necessary. Ask them what
they think about when they are deciding whether to go to an
event or not (e.g. how much it costs, where it’s on, when it’s
on and whether they like it).
Focus students’ attention on the title of the events guide and
elicit which city these events are taking place in (London).
Exercise 1
• Ask students to read the online guide in detail. Divide the
•
class into pairs or small groups to discuss which events they
would like to go to and why.
With a stronger group or early finishers, ask them to think of
five adjectives they could use about each of the events.
Listening preparation
• Interactive task deciding the advantages and disadvantages of
different events.
Exercise 2
$
1•15 Audio script pT136
• Invite a student to read the instruction aloud. If necessary,
•
•
•
1•15 Audio script pT136
complete them using the phrases in the box.
Play the recording again for students to check their answers.
Check answers with the class if necessary. You could drill the
functional phrases to ensure good pronunciation, especially
sentence stress.
ANSWERS
1
2
3
4
5
6
I’d rather
heard it’s amazing
prefer not to
keen on that idea
sounds much better than
I’d love
Culture note
Warm-up
•
$
• Ask students to copy the sentences into their notebooks and
ask questions to check students know what information to
listen out for e.g. Who is having the conversation? What are they
talking about? What do they decide? What do you need to find
out?.
Play the recording for students to listen and note down the
information.
With a weaker group, you may need to play the recording
more than once.
Check answers with the class. You could ask students how
the conversation was similar and different to their own
discussions.
ANSWERS
They decide to go to the Greenwich and Docklands
International Festival.
They don’t go to the musical because the girl doesn’t like
watching musicals and she doesn’t have enough money. They
don’t go to the Zombie Lab because the girl hates watching
horror films.
London offers a wide variety of cultural activities. Three of the
top ten museums and galleries in the world are in London.
The city has 170 museums in total. There are also nearly 800
cinema screens.
Going to the theatre is also a favourite pastime. From the
first performance of Shakespeare at The Globe in 1599, there
are now at least 200 shows to choose from every day across
the ‘West End’ area of central London which is known for its
theatres. Musicals are very popular and there are more than
17,000 performances a year across the city.
More than 250 festivals take place in London each year. The
Greenwich and Docklands International Festival takes place
in June, and includes street theatre, art exhibitions and dance
displays.
Events in London are often advertised in national newspapers,
but there are also magazines, Time Out magazine for example,
which specializes in events listings and reviews. Today, a lot of
people find out about events in London by looking online.
Exercise 4
• Focus students’ attention on the language point. Ask them to
read the example sentences and put the verbs in the correct
column in the table. Point out that the verbs are listed in
alphabetical order.
ANSWERS
Verbs + -ing
1 can’t stand
2 prefer
Verbs + to
3 agree
4 decide
Grammar practice
Interactive task to practise which verbs take the -ing form and
which take to + infinitive.
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Exercise 5
Optional activity
• Students read the instructions and complete the sentences in
•
Challenge students’ thinking by asking the following
questions:
When deciding which event to go to, does it make a difference …
– if the money goes to charity?
– if the events are on Saturday rather than Friday?
– if the music event costs £10 and the football £3?
– if these events are in the summer or the winter?
their notebook with the correct form of the verbs.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 reading
2 to give
3 to go
4 watching
5 visiting
Reading, Listening and Speaking
Language in action
Aims
• Answer questions about two posters.
• Listen and write down dictated sentences.
• Practise using functional language to express preferences.
Aims
7
5
Exercise 6
5
3
7
• Explain that the pictures are posters for two different events
Exercise 9
•
•
Develop competence in linguistic communication.
Develop social and civic competence.
and quickly elicit what the events are (a football competition
and a charity battle of the bands – a music competition).
Check students’ pronunciation of competition.
Ask students to answer questions 1–4 by reading the posters.
(You could split the class into two halves, A and B, and give
each half one poster to answer the questions on. Then divide
the class into A/B pairs to share their answers.)
Allow students to compare their answers in pairs before
checking them with the class.
• Discuss events which are on in the students’ town.
• Practise expressing and explaining preferences.
• Read the instructions aloud. Divide the class into pairs or small
•
on Friday 24th
at the football stadium and at the town hall
the football competition
the charity battle of the bands
Exercise 7
$
1•16
• DICTATION. Tell students that you are going to play a
•
•
recording and they should write down exactly what they hear.
Play the recording, pausing where necessary. You may need to
play it more than once.
Check answers with the class and drill the pronunciation.
ANSWERS
1
2
3
4
5
I’d rather not. I don’t like football.
I’d love to go. It will be fun.
I’m not too keen on pop music.
That sounds much better than the football competition.
I’ve heard it’s great.
Exercise 8
• Divide the class into pairs to discuss which of the two events
•
in the posters they would prefer to go to. Point out that they
should use phrases from the Functional language box and
phrases from exercise 5.
Go round monitoring their discussions carefully and giving
assistance.
T29
groups to brainstorm a list (or you could split the class into
two teams if your students like competition). You could bring
in a local events guide to stimulate discussion.
Elicit events from students and build a list on the board.
Exercise 10
• Divide the class into pairs to discuss the events in the list. They
ANSWERS
1
2
3
4
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
•
should decide on two events to see and explain why they do
not want to go to the other events. Remind them to use the
functional language in their discussions. Set a suitable time
limit and go round giving help where needed.
Allow time for some students to present their decisions to the
class. You could round off the activity by talking about which
events were most popular with the class and why.
Exercise 11
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 2
Episode 2: Meeting a storyteller
• Duration: 3.53 minutes
• Topic: Learning how to tell stories.
• Task: ‘Your turn’ – expressing preferences.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Dialogue practice
• Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 90
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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Writing task
2.5 Writing a story
Aims
•
•
•
•
Read a model text describing a story.
Analyze the structure of the model text.
Learn to use so, although and because correctly.
Write a story about something that ended well.
7 Develop competence in linguistic communication.
4 Develop sense of initiative and entrepreneurship.
•
Exercise 4
• Explain that students are going to write a story about
•
Model text
Exercise 1
• Ask students to look at the images and elicit that one is a
•
•
photo of a plane taking off from an airport and the other is a
ticket or boarding pass. Ask them what they think the story is
going to be about.
Ask students to read sentences 1 and 2, and explain that part
of the information in each sentence is wrong. They should
read the text and correct the sentences.
Check answers with the class.
•
•
•
ANSWER
1 The setting is in Majorca.
2 The main characters are a family on holiday.
Look at language – so, although and because
Exercise 2
• Write so, although and because on the board. Ask students to
•
•
find these words in the story and write the sentences in which
they occur in their notebooks.
Ask individual students to read the sentences aloud.
Read the rules aloud and ask students to say which words
they think should be used to complete them. Students write
the completed rules in their notebooks.
Writing preparation
Interactive task to brainstorm setting / plot / ending ideas.
•
something that ended well. Tell them that they can write a
true story or invent the details.
You could divide the class into pairs or small groups to
brainstorm times in their lives when they’ve been in a
difficult situation but it has ended well. With a weaker group,
give them ideas such as an exam, a trip, a date, a sports
competition, etc. and ask them to brainstorm what can go
wrong in each situation and how it can end well.
You could draw a quick mind map on the board for one
situation, e.g. Situation: meeting a friend in a café. Possible
problems: the café is closed; your friend doesn’t arrive; you left
your money at home. Elicit possible happy endings.
Go through the paragraph plan and make sure students
understand that they must structure their text in this way.
Ask students to write their texts. If they do this in class, go
round giving help and encouragement. Remind them that
they should use so, although and because in their texts.
You could work as a class or divide the class into groups
and encourage students to read their texts aloud to each
other. They could stop at key points during the story for the
others to predict what happened next and especially after
paragraph 2 so that the listeners can try to predict the ending.
Writing extension
• Writing a story about something that didn’t end very well.
Further practice
Writing, Workbook page 21
ANSWERS
1 because
2 so
3 although
Language practice
• A matching task to practise so, although and because.
Exercise 3
• Ask students to think about how to complete the sentences
•
•
and then write them in full in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
With a stronger group, you could point out that in sentence 2
and in the model text although is used at the start of a
sentence. You could also ask them to decide which part of
the although sentence is a good thing and which part is bad
(Although we arrived at the airport quickly (good), we didn’t have
enough euros to pay the taxi driver! (bad) / Although there was a
lot of traffic (bad), we got to the station in time (good).
ANSWERS
1 because
2 Although
3 so
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 2 game
Have some fun together while you revise with your class by
using the Make a path game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 2 Review, page 32
• Workbook:
– Unit 2 Review, pages 22–23
– Grammar and Vocabulary reference and practice, pages
88–91
• Tests and Resources Multi-ROM:
– Unit 2 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 2 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 2 Communication: Pairwork worksheet
– Unit 2 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks.
Remind students to also look back at Unit 1.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Adjectives:
opinions and Books and films).
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Speaking
Review
Exercise 4
Reading
• Tell students they are going to have a conversation about two
Exercise 1
• Ask students to read sentences 1–5. Check they understand
•
•
the meanings of the sentences if necessary.
Ask students to read the text and decide whether the
sentences are true or false, and to correct the false ones in
their notebooks.
Check answers with the class before moving on to exercise 2
so that everyone is working with a correct text.
ANSWERS
1
2
3
4
False. Its critics were not so sure it was useful.
True.
False. They told entertaining tales.
False. The stories were incredibly long and the plots were
spectacular with many characters.
5 False. They used special memory techniques.
•
•
•
events to decide which one they would prefer. Elicit some
suitable functional language phrases from the class.
Focus students’ attention on the two events posters. Divide
the class into pairs to discuss which one they would prefer
to go to at the weekend. Remind them to use the functional
language they have learned.
Go round monitoring and giving encouragement as students
work.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Review, Workbook pages 22–23
Unit 2 Tests, Tests and Resources Multi-ROM
Writing
Exercise 2
• Invite a student to read the instruction aloud.
• Focus students’ attention on the questions. Point out that
•
these questions are to help them, but they may also include
other ideas in their paragraph, provided they are about their
favourite way of reading or listening to stories or watching
a film.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
1•17 Audio script pT136
• Give students time to read the review first, ignoring the gaps,
•
•
•
so that they get the gist of it. With a stronger group, you could
ask them to predict what the missing words could be.
Ask students to write the numbers 1–6 in a list in their
notebooks.
Play the recording for students to listen and write the missing
words in their notebooks. With a weaker group, you may need
to play it more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
was looking
original
setting
enough
looked
main characters from the film
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Choices, choices
Unit summary
•
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Money and shopping: afford, bargain, be worth, borrow,
brand, cost, discount, lend, sale, save up, shop online, waste
Phrasal verbs and nouns: free-time activities: archery,
athletics, catch up, join in, kayaking, miss out, pick up, rock
climbing, take up, trail biking, try out, wakeboarding
Extra vocabulary (practised and tested in 2 and 3 star tasks
and texts)
customer (n), department store (n), fraction (n), gloves (n), half
price (adj), shop owner (n), souvenir (n), sports gear (n)
delicious (adj), mild (adj), nutritious (adj), sour (adj), spicy (adj),
sweet (adj)
Word builder: fill up, queue up, set up, turn up, wash up
Learn it! borrow, lend
Grammar
Present perfect with for and since
Present perfect with still, yet and already
Functional language
Reaching an agreement (practised and tested in 1–3 star
tasks and tests)
I suggest (I, you, we, etc.) … / Why don’t we … ? / Let’s / Shall
we … ? / We could (+ infinitive)
What about … ? / How about … ? (+ -ing)
I’m happy to … (+ infinitive)
That sounds like a good plan / great idea.
That works for me / doesn’t work for me.
That’s not a bad idea, but … . How about … ? (+ -ing)
That could be a bit difficult. What about … ? (+ -ing)
How does that sound?
Do we all agree?
Is everyone happy to go with that idea?
Warm-up
Vocabulary
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
Exercise 1
• Ask students to read the questions carefully. Check they
•
•
•
understand all the vocabulary in bold. If necessary, remind
students of the meanings presented in the iPack vocabulary
presentation before exercise 1.
Divide the class into pairs to ask each other the questions.
Invite some students to report back to the class on their
partner’s shopping preferences and experiences.
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
Ask students to think of three to five more questions about
shopping which they can ask another student. These
questions could make the topic more real and personal as
you could encourage them to use the names of local shops,
e.g. Do you ever shop at
? Why / Why not?
or
? Why?
Which do you prefer,
How often do you shop at
? What do you like /
dislike about it?
Give them time to write questions and check that they are
correct. With a stronger group you could set a challenge
to use as many of the new vocabulary words as possible in
questions and answers.
Set a time limit for asking and answering the questions.
Conduct class feedback.
Exercise 2
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 3
Episode 1: The way we shop
• Duration: 3.42 minutes
• Topic: Shopping online and on the high street
• Task: Answer the interactive question.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Aims
• Learn vocabulary about money and shopping.
• Discuss shopping preferences and experiences.
5
T33
Develop social and civic competence.
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3.1 We’ve queued for nine hours
Reading and Vocabulary
Aims
• Read an article and find specific information.
• Learn vocabulary about money and shopping.
7
6
Develop competence in linguistic communication.
Develop mathematical competence and basic
competences in science and technology.
Warm-up
• Ask students to look at the title We’ve queued for nine hours.
•
Elicit the meaning of the verb to queue (use the photo at the
top of pages 34–35). Point out that queue can be a noun, too.
Drill pronunciation. Ask them to brainstorm in what situations
they usually find themselves in a queue. Would they ever
queue for nine hours? What for?
Invite some students to share their ideas.
Exercise 1
$
Exercise 2
• Invite a student to read the instruction aloud. With a weaker
•
•
ANSWERS
1
2
3
4
5
6
•
Reading extension
Express It!
• Draw students’ attention to the Express it! box. Ask them to
1•18
ANSWERS
1
2
3
4
5
Danny
Jack
Alice and Sam
Ainara
Sam
E
F
D
A
C
B
• A short reading comprehension about the history of Harrods.
• Ask students to read the list of items 1–5.
• Then play the recording for students to read and listen to the
article and write which person bought each item. (Go through
the names in the article if necessary.)
Check answers with the class.
group, do the first example together as a class.
Ask students to write the whole sentences in their notebooks.
Allow students to check their answers in pairs before checking
them with the class.
•
find the two expressions in the article (Jack; Alice and Sam).
Ask if they have a similar or different meaning and elicit how
to say them in other words (I’ve got my eye on … = I’ve seen it
and I want it, We’re after … = we want to get), or ask them to
translate the phrases into their own language.
Ask students to think of something they have seen in a shop,
catalogue, advertisement or online which they would like to
own. Encourage them to tell their classmates, using one of the
Express it! phrases.
Further practice
Language summary, Student’s Book page 43
Vocabulary, Workbook page 24
Vocabulary reference, Workbook pages 94–95
Vocabulary worksheets, Tests and Resources Multi-ROM
Culture notes
Famous London shops
Harrods was established in 1849 and has 90,000 m2 of selling
space. It’s the largest upmarket department store in Europe.
Fortnum and Mason is the official grocer to the Queen and has
been selling luxury groceries and other goods since 1707.
Harvey Nichols and Selfridges are famous for selling
designer clothes.
Hamleys on Regent Street is the oldest toyshop in the world.
Queuing
British people are famous for queuing. Forming an orderly
queue and waiting your turn are related to fairness and are
considered good manners by the majority of British people.
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Exercise 3
Exercise 7
• Focus students’ attention on the highlighted verbs in the article.
• Ask students to complete the sentences in their notebooks.
• Check answers with the class. With a weaker group, check
•
Ask them to write the completed sentences in their notebooks.
Check answers with the class. Then ask students which of the
shoppers they think they are most similar to and why.
ANSWERS
their understanding by asking In sentence 1, why is it ‘for’? to
elicit the answer: Because six months is ‘how long’.
ANSWERS
1 afford 2 lend 3 waste 4 borrow
5 cost
1 for
2 since 3 since 4 for
Exercise 4 Learn it!
Exercise 8
• With a stronger group, write borrow and lend on the board.
• Ask students to read the instruction carefully. Check that they
•
•
•
Elicit the difference in meaning.
Draw students’ attention to the Learn it! box and invite a
student to read the definition aloud.
Ask students to write the correct option in their notebooks.
Then ask them to write example sentences of their own. Go
round monitoring and giving assistance.
ANSWERS
ANSWERS
1 lends
•
•
2 borrowed
Vocabulary practice
• Interactive vocabulary task.
1
2
3
4
’ve bought
’ve had
for
’ve worn
•
Grammar practice
1–3 star tasks to practise the present perfect with for and since.
Also available on the Tests and Resources Multi-ROM.
Exercise 5
• Ask students to read the lists 1–4, and check any problem
•
•
vocabulary.
Students complete the lists in their notebooks.
Check answers with the class.
5
6
7
8
since
have grown
since
have started
Language in action
Aims
ANSWERS
1
2
3
4
understand they need to choose a verb from the box in the
correct present perfect form or between the options for or
since.
Students write their answers in their notebooks.
Allow students to compare answers in pairs before checking
them with the class.
customer, shop owner
department store
gloves, souvenirs, sports gear
fraction, half-price
Vocabulary practice
• Interactive vocabulary task.
Grammar – Present perfect with for and since
• Write a paragraph about their best bargain.
• Practise using the present perfect tense with for and since.
4
7
6
Develop sense of initiative and entrepreneurship.
Develop competence in linguistic communication.
Develop mathematical competence and basic
competences in science and technology.
Exercise 9
• Ask students if they shop online for bargains and invite them
Aims
to tell the class about their best bargain.
• Learn how to use for and since with the present perfect tense.
• Complete sentences with for and since.
• Complete a text with the present perfect, for and since.
• Ask them to write about it in their notebooks. They should
7
•
•
Develop competence in linguistic communication.
Grammar animation
Presentation of present perfect with for and since in context.
Exercise 6
• If necessary, revise the present perfect using the example
•
•
sentences.
Set a time limit for students to read the rules 1–4 and
complete them with words from the box.
Elicit answers from the class and ensure that students have
the completed rules written correctly in their notebooks.
•
use the text in exercise 8 as a model. Remind them to use the
present perfect tense and for or since.
Go round monitoring and giving assistance. Correct any
errors and praise sentences in which they use the grammar
correctly.
You could invite students to read their text to the class or in
small groups. They could then decide which students got the
best bargains and why.
Further practice
Language summary, Student’s Book page 43
Grammar, Workbook page 25
Grammar reference, Workbook pages 92–93
Grammar worksheets, Tests and Resources Multi-ROM
ANSWERS
1 have 2 how long 3 for
T35
4 since
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3.2 I’ve already tried out two sports!
Vocabulary and Listening
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Aims
Optional activity
• Learn vocabulary about free-time and holiday activities.
• Match phrasal verbs to their definitions.
• Listen to a conversation and answer questions about it.
Divide the class into pairs. Ask students to read the
programme for the Western County Holiday Club.
Ask them to find out if their partner has tried any of the
activities on the programme. Elicit the question Have you ever
tried … ?
With a stronger group, encourage them to ask questions to
find out extra information about their partner’s experiences.
Conduct a class discussion about which activities they have
tried and which ones they would like to try in the future.
3
7
•
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
Vocabulary presentation
Interactive task to present the vocabulary with definitions and
audio.
Warm-up
• Ask students What is the most adventurous sport you can think
•
of? What is the most adventurous sport you have done?
Divide the class into small groups to share their answers or
conduct a class discussion.
Further practice
Language summary, Student’s Book page 43
Vocabulary, Workbook page 26
Vocabulary reference, Workbook pages 94–95
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 1
• Ask students to look at the photos only. Ask if they know the
words in English for any of these activities.
• Focus students’ attention on the words in the box and ask
•
them to find the correct word for each photo and match
them in their notebooks.
Check answers with the class and check pronunciation.
ANSWERS
A
B
C
D
E
F
rock climbing
athletics
trail biking
wakeboarding
kayaking
archery
Culture note
Holiday Club / Summer Camp
It is an American tradition for parents to send their children
to Summer Camp where they will do a variety of activities or
may do a specialized programme focusing on one subject
such as music, computers, performing arts, etc. It is not so
common for British children to attend a Summer Camp
although multi-activity holidays are quite popular.
Exercise 2
• Ask students to study the phrasal verbs in bold in the
•
•
sentences. With a stronger group, ask them to try to work out
the meanings at this stage.
Ask students to write the phrasal verbs in their notebooks and
work out which meaning is best from A–F.
Check answers with the class.
ANSWERS
1 E
2 A
3 F
4 C
5 B
6 D
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Exercise 3
$
1•19 Audio script pT137
• Focus students’ attention on the programme for the Western
•
•
•
County Holiday Club.
Tell them they are going to listen to a conversation between
a young man (Oscar) and a young woman (Molly) about this
programme. Ask them to read the instruction.
Play the recording for students to listen and make a note of
the activities mentioned.
Check answers with the class.
ANSWERS
archery, judo, drama, survival skills, rock climbing, fashion
design, street art
Exercise 4
$
1•19 Audio script pT137
• Ask students to write the numbers 1–5 in their notebooks.
• Ask them to read the questions. Play the recording again for
•
students to listen and write the answers. With a weaker group,
play it twice.
Check answers with the class.
ANSWERS
1
2
3
4
5
judo
drama
things that will be useful in an emergency
She has worn it twice.
street art
Grammar – Present perfect with still, yet
and already
ANSWERS
1 already
2 yet
3 still
4 yet
5 already 6 yet
Exercise 7
• Ask students to read the instruction and look at the example.
•
•
Have them write the full sentences in their notebooks.
Go round monitoring and giving assistance where necessary.
Check answers with the class.
ANSWERS
1
2
3
4
Rebecca has already taken up athletics.
I still haven’t learned my lines for the play.
Has Antony caught up with the other cyclists yet?
They haven’t picked up much French yet.
Exercise 8
• Ask students to read the conversation and decide how to
complete the sentences. Students could do this in pairs.
• Ask them to write the correct form in their notebooks.
• Check answers with the class. Students could act out the
conversation in pairs to practise speaking and pronunciation.
ANSWERS
1
2
3
4
5
I’ve already done
I haven’t tried out rock climbing yet
Have you done trail biking yet?
Have you tried out music composition yet?
I still haven’t done that
Grammar practice
• 1–3 star tasks to practise the present perfect with still, yet and
already. Also available on the Tests and Resources Multi-ROM.
Aims
• Learn how to use the present perfect tense with still, yet
and already.
• Complete sentences with still, yet and already.
• Practise writing sentences with the present perfect and still,
yet and already.
7 Develop competence in linguistic communication.
•
Grammar animation
Presentation of the present perfect with still, yet and already in
context.
Language in action
Aims
• Practise talking about activities that they have or have not
done using still, yet and already.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
Exercise 9
• Read the instruction and the example list lists aloud. Ask
students to write at least three or four activities.
Exercise 5
• Set a time limit for students to read the rules 1–3 and
complete them with still, yet and already.
Exercise 10
• Divide the class into pairs or small groups. Invite two students
• Elicit the completed rules from the class and ensure they write
•
the completed rules correctly in their notebooks.
With a weaker group, ask them to copy the example
sentences, too.
ANSWERS
1 already
2 still, yet 3 yet
Exercise 6
• Invite a student to read the instruction aloud. Ask students to
•
write the completed sentences in their notebooks.
Check answers with the class.
T37
•
•
•
•
to act out the example conversation.
Students discuss what they have and haven’t tried out.
Go round monitoring the discussions.
Conduct class feedback, correcting any grammar mistakes.
With a stronger group, you could ask them to say which
activity they really haven’t tried yet but would like to.
Further practice
Language summary, Student’s Book page 43
Grammar, Workbook page 27
Grammar reference, Workbook pages 92–93
Grammar worksheets, Tests and Resources Multi-ROM
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3.3 Around the world
Reading and Vocabulary
Aims
•
•
•
•
Read and listen to an article about food in Trinidad and Tobago.
Correct mistakes about the text and summarize it.
Learn phrasal verbs with up.
Categorize and talk about favourite foods.
3 Develop competence in cultural awareness and expression.
7 Develop competence in linguistic communication.
Warm-up
• Focus students’ attention on the photos on pages 38–39. Ask
•
them to predict what the article is going to be about. Then
ask them if, by just looking at the photos, they can imagine
similarities and differences between Spain and Trinidad and
Tobago.
Conduct a class discussion. You could tell students that
Trinidad was a Spanish colony from 1498, when Christopher
Columbus arrived there, until 1797.
Reading preparation
• A task to pre-teach vocabulary from the text and introduce
students to the topic.
Exercise 3
• Ask students to read the summaries carefully and choose the
•
•
one they think is correct.
They should read the text again to check their answer and to
identify which information is wrong in the other summary.
Check answers with the class.
ANSWERS
Summary 2 is correct.
Summary 1: People from major cities all over the world
have moved to Trinidad and Tobago and taken their cooking
traditions with them. After a lot of arguments, each group
decided to cook only its Everyone came with their own
recipes. Today, you can only eat the most popular dishes
in cheap restaurants. People don’t just eat in the many
restaurants, they also eat on the streets, or on the beach.
Reading extension
• A short reading comprehension about the article.
Research it!
• Read the Research it! box with the class.
• 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.
ANSWERS
Exercise 1
• Point out that this first task is based on looking at the map.
• Ask students to find four factual mistakes and write the
The original Spanish name for the capital city of Trinidad and
Tobago was Puerto de los Hispanioles or Puerto de España.
corrected text in their notebooks.
• Allow students to compare their answers in pairs before
checking with the class.
ANSWERS
The islands of Trinidad and Tobago are in the Caribbean Sea
near the coast of Venezuela. Tobago is to the north east of
Trinidad. The population of the capital city, Port of Spain, is
around 50,000. The official language is English.
Exercise 2
$
1•20
• Ask students to read the topics in the box.
• Play the recording for students to read and listen to the article
and write the topics which are mentioned in their notebooks.
• Check answers with the class.
ANSWERS
history of the islands, popular meals, the price of meals
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Exercise 4
• Focus students’ attention on the words highlighted in the
•
•
•
article. Ask them to copy the words into their notebooks.
Explain that for each adjective they should write examples of
food. They could brainstorm examples in groups.
Elicit answers from the class or ask them to compare their
answers in pairs or small groups. Drill pronunciation of the
highlighted words if necessary.
Encourage some students to tell the class about their
favourite type of food.
ANSWERS
Students’ own answers.
•
Vocabulary practice
Interactive vocabulary task.
Word builder – Phrasal verbs with up
Exercise 5
• Ask students to use the line numbers and locate the phrasal
verbs in the text.
• With a weaker group, ask questions to check their
•
•
•
understanding of the phrasal verbs, e.g. ‘Street vendors set up
food stalls early in the morning.’ What’s the difference between a
shop and a food stall? So what do street vendors have to do with
their food stalls before they can cook?
Ask students to complete the sentences and write them in
their notebooks.
Check answers with the class.
Extension: You could ask stronger students to write their own
sentences using these phrasal verbs. Check their sentences
carefully.
ANSWERS
Language in action
Aims
• Discuss international food.
5
3
6
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Develop mathematical competence and basic
competences in science and technology.
Exercise 6
• Ask students to read the instruction and to write the lists in
•
•
•
their notebooks.
Give weaker students some thinking time.
Divide the class into pairs or small groups for the discussion
task. Go round monitoring and giving assistance.
Conduct class feedback.
Culture note
International dishes in the UK
Recent research has shown that people in Britain are cooking
more and more food from international cuisines. A survey
showed that Chinese stir fry was the most popular dish eaten
at home in Britain. Chinese food, such as Sweet and Sour
Chicken and Indian food, such as Chicken Tikka Masala, are
the nation’s favourite foods. Pizza, Lasagne and Spaghetti
Bolognese from Italy, Chili Con Carne from Mexico and Green
Curry from Thailand are also popular.
These preferences also apply to takeaway meals, as Chinese
and Indian dishes are also the most popular types of takeaway
meal in Britain, being preferred over both Italian and British
dishes like fish and chips.
Culture video: A world of food
1
2
3
4
5
hasn’t set up
turned up
wash up
will fill up
queue up
• Duration: 3.19 minutes
• Topic: International restaurants in the UK
• Video worksheets are available in the iPack Resources tab.
Go to page 125 for Curriculum extra: Nutrients.
•
Vocabulary practice
Interactive vocabulary task.
Focus on … Biology
Further practice
Reading, Workbook page 28
Word builder, Vocabulary reference, Workbook page 94
Curriculum extra worksheet Unit 3, Tests and Resources Multi-ROM
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3.4 Practical English
Listening and Vocabulary
Aims
• Listen to a conversation about choosing a present to buy.
• Correct information from the listening.
• Learn functional language for reaching an agreement.
7
Develop competence in linguistic communication.
• Focus students’ attention on the pictures. Ask them to choose
•
•
which of the items they would prefer to be given as a present
and why. Are there any things that they really wouldn’t like?
With a group who know each other well, they could work in
pairs and guess their partner’s answer.
Encourage some students to explain their choice or to report
on their partner’s choice.
Listening preparation
A task to ask and answer questions about presents.
Exercise 1
$
1•21 Audio script pT137
• Tell students they are going to listen to a conversation
•
•
watching
spend
take
going
play
give
Grammar practice
• Interactive task to practise the infinitive and -ing forms.
Exercise 4
Warm-up
•
ANSWERS
1
2
3
4
5
6
between friends trying to choose a present for someone.
Play the recording for students to listen and note down which
present they choose and why.
Check answers with the class. Elicit students’ opinion of the
choice of present.
• Explain that these sentences are possible responses to the
•
suggestions in exercise 3. Ask students to write the numbers
1–6 in their notebooks and match them to A–F.
Check answers with the class.
ANSWERS
1 C
2 B
3 D
4 F
5 A
6 E
Exercise 5 $ 1•22 Say it!
• Focus attention on the Say it! box.
• Play the recording, pausing if necessary, for students to listen
and repeat the words.
• Write the sounds /ɜ:/ and /ə/ on the board in two columns.
•
•
Play the recording again for students to decide which column
the words go into.
With a stronger group, you could elicit other words containing
these sounds and write them in the correct column. These
can be checked using a dictionary.
There is a follow-up exercise for further practice on page 133.
ANSWERS
They decide to buy Andy a gift voucher so that he can choose
what he wants and add money if he wants to buy something
more expensive.
Exercise 2
$
1•21 Audio script pT137
• Ask students to listen again and write the corrected notes in
their notebooks.
• If necessary, play the recording again.
• Check answers with the class.
ANSWERS
1 Rucksack: his rucksack is really new old
2 CD: everyone not many people listen to CDs
3 Headphones: good headphones are affordable really
expensive
4 Jeans: he never always wears jeans
5 Skateboard: he still never uses his old skateboard
6 Gift voucher: no one everyone likes the idea
Exercise 3
• Invite a student to read the instruction aloud. Focus their
•
•
attention on the Functional language box on page 41.
Ask students to write the completed sentences in their
notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
Speaking
Aims
• Practise talking about different options and reaching
agreements.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
Exercise 6
• Ask students to study the photos and elicit that they show
•
•
•
•
different types of restaurants. Read the instruction aloud.
Invite three students to act out the example conversation.
Divide the class into small groups. Highlight that, as in the
example, they should use the functional language.
With stronger students, encourage them to discuss all of the
restaurants in the picture before they decide.
Conduct class feedback and praise students for using the
functional language phrases well. Correct any pronunciation
problems. You could also discuss any problems they had in
reaching an agreement and how they solved them.
Further practice
Pronunciation, Student’s Book page 133
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Language in action
Aims
• Discuss and reach an agreement about a farewell event for
a friend.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
7 Develop competence in linguistic communication.
Speaking preparation
• A task to rank different events.
Exercise 7
• Ask students to look at the photos and decide which events
•
•
•
they illustrate. Elicit ideas from the class. If necessary, check
they know go on / have a picnic.
Ask them to read the situation in the box carefully. With a
weaker group, ask questions to check they understand the
task, e.g. What do we know about Louise? What do you and your
classmates want to do for Louise?
Divide the class into small groups and set a suitable time
limit for the discussions. Remind them to use the functional
language phrases.
Go round monitoring and giving assistance as necessary.
Exercise 8
• Invite students to report back to the class on their discussions,
•
choices and reasons.
You could extend this into a real discussion about how
they choose an event, i.e. which is the most important
consideration: a) likes and preferences, b) the costs involved,
c) how much preparation is required, d) the location, etc.
Exercise 9
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 3
Episode 2: Interesting journeys
• Duration: 4.51 minutes
• Topic: Putting together a scooter.
• Task: ‘Your turn’ – reaching an agreement.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
•
Dialogue practice
Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 94
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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3.5 Writing a discussion essay
Exercise 3
• Ask students to copy This mistake comes from … and
Aims
•
•
•
•
•
Read a model text about holiday camps and answer questions.
Analyze the structure of the model text.
Learn to avoid common spelling mistakes.
Listen and write down dictated sentences.
Write a discussion essay.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
Model text
Exercise 1
• Focus students’ attention on the photo and ask them what
•
•
•
•
the people are doing. Ask Do you think it looks fun? Have you
ever done this?
Divide the class into small groups to discuss what they know
about holiday camps. Ask them to brainstorm good things
and bad things about this type of holiday.
Elicit some ideas. Then ask students to read the questions in
exercise 1.
Ask them to read the text and write the answers in their
notebooks.
Check answers with the class and discuss whether they are
similar to their own ideas.
ANSWER
1 You can make new friends, join in a lot of different activities
and pick up new skills, so you never get bored.
2 Some of the camps are very expensive and they are often
far away, so some young people might miss their families.
3 For.
Look at language – Spelling
•
•
ANSWERS
1 2, 3, 4, 7
•
the words out letter by letter, so that you can correct any
pronunciation problems they may still have with the alphabet
(e.g. how to say the letters i /aɪ/, a /eɪ/ and e /i:/).
Do not analyze the errors yet, as they do this in exercise 3.
ANSWERS
1
2
3
4
5
6
7
8
there – their
diferent – different
skils – skills
aford – afford
familys – families
to – too
posibilities – possibilities
activitys – activities
2 1, 6
3 5, 8
Exercise 4
• Students write correct spellings in their notebooks.
• Check answers with the class.
ANSWERS
1
2
3
4
Which citys did you visit on your holidays? cities
I tried out wakeboarding, but it was imposible! impossible
It’s not necesary to go to a camp to have fun. necessary
Witch sports do you want to try? Which
•
Language practice
A task to correct spelling mistakes in a short text.
Exercise 5
$
1•23
• DICTATION. Tell students that you are going to play a
•
•
recording and they should write down exactly what they hear.
Play the recording, pausing where necessary.
Check answers with the class and drill pronunciation.
ANSWERS
1 borrow 2 qualities
5 celebrities
3 communication 4 shopping
Writing task
•
Writing preparation
Interactive task to help students be aware of paragraph order.
Exercise 6
• Tell students that they are going to write a discussion essay
Exercise 2
• Point out that all the underlined words have a spelling mistake.
• Ask students to write the corrections in their notebooks.
• Check answers with the class, asking students to spell
sentences 1–3 in their notebooks.
Students identify the explanation for each spelling mistake in
exercise 2.
Check answers with the class.
and can choose which statement to write about.
• Go through the paragraph plan and make sure students
•
•
•
•
understand that they must structure their text in this way.
Ask them to choose one of the statements. Then ask them
to draw two columns in their notebooks with the headings:
Advantages and Disadvantages, and to brainstorm about their
chosen statement. (If two or more students have chosen the
same statement, they could brainstorm together.)
Ask students to write their essays. If they do this in class, go
round giving help and encouragement.
Students who have written about the same statement should
read each other’s essays and find out: a) if they thought of the
same advantages and disadvantages, b) if they reached the
same conclusion.
Writing extension
Interactive task to practise writing a conclusion.
Further practice
Writing, Workbook page 29
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 3 game
Have some fun together while you revise with your class by
using the Walk the plank game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
Unit 3 Review, page 46
• Workbook:
– Unit 3 Review, pages 30–31
– Grammar and Vocabulary reference and practice, pages
92–95
• Tests and Resources Multi-ROM:
– Unit 3 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 3 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ ).
– Unit 3 Communication: Pairwork worksheet
– Unit 3 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks. Remind
students to also look back at Units 1 and 2.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Money
and shopping and Phrasal verbs and nouns: free time activities).
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Group speaking project: A class
survey
Task 2
Aims
• Write a multiple-choice class survey and decide how to
conduct it.
• Collect the survey results and use them to prepare a
presentation.
• Give the presentation to the class.
4 Develop sense of initiative and entrepreneurship.
6 Develop mathematical competence and basic
competences in science and technology.
1 Develop digital competence.
2 Develop competence in learning to learn.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
Useful materials
–
–
–
–
–
–
notebooks
computer
slide presentation computer program (optional)
interactive whiteboard / screen
sheets of paper
coloured markers
$
1•24 Audio script pT137
• Invite a student to read the instruction aloud.
• Play the recording for students to listen to the presentation
•
•
•
•
and write the letters A, B, C and D in the correct order in their
notebooks.
Check answers with the class.
Now focus students’ attention on the Useful language box.
Play the recording, pausing where necessary, for students to
listen again and try to catch which phrases are used about each
slide. Ask them to make a note of them in their notebooks.
Check answers with the class.
ANSWERS
1 D
2 B
3 A
4 C
D: Hello and welcome to our … , Our first slide shows … ,
We will now show you …
B: Here we can see … , The bottom of the chart shows … ,
All of the students said …
A: On this slide we can see … , Each colour represents …
C: The last slide shows … , A lot of students prefer …
Warm-up
• Tell students that they are going to do a survey about their
reading habits.
• Ask them to predict what questions they think will be asked.
•
You could divide the class into pairs to do this or elicit ideas
from the class.
Ask students to look at the survey on page 44 and find out
whether their predictions were correct.
Task 1
• Introduce the project aims by reading aloud the text in the
green box.
• Tell students that in this first task they are going to answer
•
•
survey questions on the topic of reading.
Divide the class into small groups to ask and answer the survey
questions and make a note of the answers in their notebooks.
Conduct a class discussion. Were any of the results from their
small group surveys similar to Stoke Priory School’s results
displayed in slides A–C?
Project 1
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Task 3
Task 6 and Task 7
• Divide the class into small groups (preferably four) and focus
• These organizing and preparing stages may be time-
•
•
•
•
•
•
•
•
their attention on the topics in the box.
Invite a student to read the instruction aloud.
Give the groups time to choose their topic.
When they have chosen a topic, point out that they should
use the phrases in the Useful language box to help them
write survey questions.
Encourage them to think of as many questions as possible at
this stage. Remind them that the questions will need to have
multiple-choice answers.
Set a time limit for this brainstorming stage.
When they have a number of questions, explain that they
need to decide on the best four to six questions and write
them as a survey with multiple-choice answers. They also
need to devise a way of recording the answers.
Go round giving help and encouragement.
Focus students’ attention on the Check! box to ensure that the
surveys are free of errors.
Task 4
• Invite a student to read the instructions aloud.
• This is where students need to decide how they are going to
•
carry out the survey. This is very important, as a good survey
depends on accurate recording of the answers.
Go round monitoring and giving assistance where necessary.
Make sure each group is ready and organized before moving
on to carrying out the survey.
•
•
•
consuming but it is important to allocate sufficient time in
order for students to produce quality work.
Students could use information technology to prepare their
slides, if available.
You will need to monitor the groups closely to make sure
they work at a similar pace. Stronger students can practise
explaining their interpretation of the results, including what
they find interesting.
Make sure all members of each group participate and practise
their presentation together. Remind them to use the phrases
from the Useful language box on page 44 where necessary.
Task 8 and Task 9
• Focus students’ attention on the Remember! box before they
•
•
start speaking.
The class then listen to each of the presentations – you could
give them a listening task, such as Note down which phrases
were used., or Decide how easy it was to understand the different
presentations and analyze why.
Conduct final class feedback about the presentations.
See www.oup.es for useful website links.
Task 5
• Invite a student to read the instructions aloud.
• At this point in the project, the focus is on collating the results
•
and evaluating them.
Point out the final question in this instruction. They should
not only present what the results were but try to interpret
what they mean and draw conclusions if possible. This applies
especially to stronger students in the class.
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Review
Speaking
Reading
Exercise 4
• Tell students they are going to have a discussion with a
classmate about the best way to do a class project together.
Exercise 1
• Ask students to write the numbers 1–6 in their notebooks.
• Then ask them to read the text and match the correct
•
paragraph letter A–E to each number.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
5
6
• Ask them to read the suggestions and explain that they need
•
•
D
B
C
A
D
E
•
to discuss these and reach an agreement.
With a weaker group, allow students one minute to look back
at the phrases in the Functional language box on page 41
for reaching an agreement and make a note of them in their
notebooks.
Divide the class into pairs. Go round monitoring their
discussions and giving assistance where necessary.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Writing
Review, Workbook pages 30–31
Unit 3 Tests, Tests and Resources Multi-ROM
End-of-term 1 Tests, Tests and Resources Multi-ROM
Exercise 2
• Ask students to think about their favourite shops in their town
•
•
or city. Explain that they need to write a paragraph about
them.
Point out that the questions are to help them but they may
also include other ideas in their paragraph, provided they are
about their favourite shops.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
1•25 Audio script ppT137–138
• Give students time to read the multiple-choice questions
•
•
before they listen to the conversation.
Play the recording for students to listen and write the correct
answers (A, B or C) in their notebooks. With a weaker group,
you may need to play it more than once.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
5
6
B
C
C
B
A
A
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Communication
Unit summary
•
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Adjectives: feelings: amusing, annoying, confusing,
embarrassing, fascinating, frightening, inspiring, irritating,
motivating, relaxing, upsetting, worrying
Verbs: technology: browse, charge, plug in, press, scroll, stream,
swipe, switch off, switch on, tap, text, unplug, update
Extra vocabulary (practised and tested in 2 and 3 star tasks
and tests)
burst out laughing (v), gap (n), gesture (n), misunderstanding (n),
nod your head (v), shake your head (v)
express (v), hit (v), invite (v), spread news (v), squeeze (v), warn (v)
Word builder: excited, exciting, frightened, frightening, irritated,
irritating
Learn it!: -ed and -ing adjectives
Grammar
Present perfect and past simple
Subject and object questions
Present perfect with ever, never and just
Functional language
Asking for help on the phone (practised and tested in 1–3
star tasks and tests)
I’ve just bought … and I’ve got a problem with it.
Could you explain how to … (+ infinitive)?
Can you tell me … ?
Could you help me with … , please?
I need some help with … .
Good afternoon. … speaking.
Could I speak to … , please?
I’m calling because … .
Can I take your name, please?
Would you mind spelling that for me?
Thank you very much for your help.
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
Exercise 1
• Give students a few minutes to look at the photos and decide
what is happening in each one.
• Draw their attention to the box and ask them to match the
•
situations to the photos.
Check answers with the class. Ask if they had thought differently
about any of the situations when they first looked at the photos.
ANSWERS
A missing the bus
B being part of a team
C losing a pet
D getting lost
E sunbathing
F learning a language
Exercise 2
• Focus attention on the words in the box. Ask students to
decide which words are positive and which negative.
• Check understanding and pronunciation.
• Divide the class into pairs to decide which words apply to
each situation – they can use more than one in each case.
• Conduct class feedback.
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
amazing boring disgusting exciting
frustrating interesting surprising tiring
Give each student one of the adjectives in the list above.
They should try to think of at least one situation which their
adjective would apply to. This could be a general situation
like in the photos or it could be a real experience.
At the end, put students who had the same word together
to compare their ideas. Conduct class feedback.
Exercise 3
• Play the video for students to watch and interact with.
Warm-up
Vocabulary
Aims
• Match situations to photos.
• Learn adjectives to describe situations.
5
7
T47
Develop social and civic competence.
Develop competence in linguistic communication.
Interactive video
Round up: Unit 4
Episode 1: Learning languages
• Duration: 4.21 minutes
• Topic: Languages in South Africa.
• Task: Answer the interactive questions.
• Video scripts are available in the iPack Resources tab and on
the Test and Resources Multi-ROM.
Unit 4
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4.1 It was a bit embarrassing!
Exercise 2
• Ask students to read the sentences and then to read the text
Reading and Vocabulary
Aims
• Read and listen to an article and insert missing sentences.
• Answer questions on the article.
• Identify true and false sentences in the article and correct the
•
false ones.
SUGGESTED ANSWERS
• Match highlighted phrases in the article to their definitions.
• Learn vocabulary about travelling and communication.
3
7
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
Warm-up
• With books closed, ask students if they have ever had a problem
•
•
that was due to communication. Elicit ideas from the class.
If they can’t think of anything, brainstorm ideas onto the
board for things that can go wrong with communication, e.g.
you don’t hear what someone said, you misheard what they said,
you think they’re talking about one thing but they are actually
talking about something different, you send a text to the wrong
person by mistake, you say the wrong thing because you didn’t
have all the information, you misread the other person’s body
language or facial expression, etc.
Reading preparation
A task to give opinions on travel tips.
Exercise 1
$
2•01
• Focus students’ attention on the gaps A, B and C in the article
and read the instruction aloud.
• Play the recording for students to read, listen and complete
•
the gaps with sentences 1–4. Point out that there is one extra
sentence that they don’t need.
Check answers with the class.
ANSWERS
1
2
3
4
again. Ask them to decide if the sentences are true, false or if
the information is not in the text. Encourage them to correct
any false sentences in their notebooks.
Check answers with the class and elicit corrections for the
false sentences. (Accept variations on the sentences given in
the key, as long as the meaning is the same.)
C
–
A
B
Culture note
Speaking English
Around 375 million people speak English as a second
language and approximately 750 million people speak English
as a foreign language. With all these people speaking to
each other in a language which is not their native tongue,
communication mistakes are inevitable!
In UK schools, learning a second language is compulsory for
students aged 11–13. The UK government plans to introduce
compulsory language lessons from the age of seven in the
near future. The most common language to learn is French.
1 False. The Bulgarians shake their head to say ‘yes’. Most
Europeans nod their head to say ‘yes’.
2 False. Roberto thought he needed more deodorant, but
realized that Americans require more space between them
when speaking.
3 True.
4 True.
5 False. Lulu advises that we don’t worry about mistakes.
6 Not in the text.
•
Reading extension
A short reading comprehension about two more
embarrassing travel experiences.
Research it!
• Read the Research it! box with the class.
• 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.
ANSWERS
People nod their heads to say ‘no’ in Macedonia and Albania.
Culture note
Confusing communication
In Albania, FYR Macedonia, Bosnia, Croatia, Turkey and some
parts of Greece ‘moving the head up and down once’ is often
used to indicate ‘no’, but the gesture starts with the head
going backwards first, so it’s like a backwards nod!
In Sri Lanka and India some people use a side-to-side head
gesture to mean yes, which can be confusing.
The word for ‘yes’ in Greek is ‘ne’ which can be confused with
‘no’ and in Czech Republic the word for ‘yes’ is ‘ano’ which
is sometimes shortened to ‘no’ so it seems that people are
nodding and saying no at the same time.
Further practice
Language summary, Student’s Book page 57
Vocabulary, Workbook page 32
Vocabulary reference, Workbook pages 98–99
Vocabulary worksheets, Tests and Resources Multi-ROM
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ANSWERS
Exercise 3
• Draw attention to the highlighted words in the article and go
•
•
through the meanings if necessary. Check their pronunciation.
Students work individually to replace the words in italic with
the highlighted words and write them in their notebooks.
Check answers with the class.
1 past simple
2 present perfect
Exercise 6
• Ask students to decide which tense is correct in each
ANSWERS
1 shake your head
2 gap
3 burst out laughing
•
4 nod your head
5 gesture
6 misunderstandings
Vocabulary practice
Interactive vocabulary task.
3 present perfect
4 past simple
•
sentence. With a weaker group, do the first sentence as a class.
Students write the complete sentences in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 has already visited, went
2 moved, has made
3 has interested, has just spent, visited
Grammar – Present perfect and past simple
Exercise 7
Aims
• Ask students to read the text through first, ignoring the gaps,
• Learn how to choose between present perfect and past simple.
• Learn which time expressions are used with the present
perfect and past simple.
7 Develop competence in linguistic communication.
•
Grammar animation
Presentation of the use of the present perfect and past simple
in context.
Exercise 4
•
ANSWERS
1 ’ve studied
2 ago
3 had
•
to copy the table into their notebooks and add the time
expressions from the example sentences.
Check answers with the class.
Encourage students to think of more time expressions which
work either with the present perfect or past simple and write
them in the correct columns. With a weaker group, you may
need to give them some more example sentences.
Read the Grammar tip with the class. Ask students to find the
word just in the article about a recent event and write the
whole sentence in the correct column.
Also available on the Tests and Resources Multi-ROM.
Language in action
Aims
• Write about a personal travel experience.
3
4
• Elicit from the class the adjectives from page 47 they used to
Past simple
•
for, already
ago, last year
•
SUGGESTED ANSWERS
GRAMMAR TIP ANSWER
In the present perfect column: I’ve just started learning Spanish.
Exercise 5
• Ask students to use the example sentences and the table in
exercise 4 to answer the questions.
Ask them to copy the sentences 1–4 into their notebooks and
write present perfect or past simple next to each one.
Check answers with the class. Elicit some example sentences
for each answer to reinforce the rules.
T49
Develop competence in cultural awareness and expression.
Develop sense of initiative and entrepreneurship.
Exercise 8
Present perfect
Present perfect: yet, still, since, etc.
Past simple: yesterday, last week, last weekend, etc.
•
7 Since
8 has helped
9 already
Grammar practice
ANSWERS
•
4 went
5 asked
6 found
• 1–3 star tasks to practise the present perfect and past simple.
• Ask students to read the example sentences. Ask them
•
•
so they get the gist of it. Then ask them to complete it with
the words from the box, using the correct verb forms.
Check answers with the class, eliciting explanations.
•
•
describe situations, and write a list on the board. Allow weaker
groups or weaker students to look back at this page.
Invite a student to read the instruction aloud and another to
read the guidance points.
Allow students time to think of a school trip or a family
holiday they have been on and make some notes.
Set a time limit for them to write the paragraph. Go round
monitoring and giving assistance. Correct any errors and
praise sentences that use the adjectives and tenses well.
Invite some students to read their paragraphs to the class
or you could allow students to read each other’s travel
experiences and find the most exciting, most embarrassing,
most frightening, most annoying, etc.
Further practice
Language summary, Student’s Book page 57
Grammar, Workbook page 33
Grammar reference, Workbook pages 96–97
Grammar worksheets, Tests and Resources Multi-ROM
Unit 4
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4.2 Who used these gadgets?
Culture note
Original meanings of technology verbs
Scroll: This noun originally meant a long roll of paper with
writing on it. In order to read the scroll you would need to roll
it up or down to find the part you needed.
Swipe: This comes from a verb to mean hitting or trying to hit
someone or something by swinging your arm horizontally.
Stream: This word (both noun and verb) in its original meaning
conveys the idea of something moving in a continuous flow,
so when you stream a film online, you don’t wait for it to
download but it is delivered directly in a continuous flow.
Browse: Originally browsing mainly happened in shops or
libraries as it means looking at a lot of things but not at one
thing in particular.
Vocabulary and Listening
Aims
• Learn vocabulary about technology.
• Listen to a radio show and answer questions about it.
• Discuss whether the information in the radio show is true or not.
1
6
5
Develop digital competence.
Develop mathematical competence and basic
competences in science and technology.
Develop social and civic competence.
Vocabulary presentation
• Interactive task to present the vocabulary with definitions
and audio.
Further practice
Language summary, Student’s Book page 57
Vocabulary, Workbook page 34
Vocabulary reference, Workbook pages 98–99
Vocabulary worksheets, Tests and Resources Multi-ROM
Warm-up
• Write gadget on the board and elicit or teach the meaning.
• Ask students to work individually to write a list of gadgets
•
which exist now which did not exist when their grandparents
were children.
Divide the class into small groups, or work as a class, to
compare their ideas. (Suggestions: smart phones, e-readers,
electronic organizers and translators, digital cameras and
video cameras, games consoles, USB drives, MP3 players.)
The following notes refer to material on Student’s Book page 51.
Listening preparation
• Interactive task to practise word stress in the vocabulary from
the audio.
Exercise 1
• Ask students to look at the pictures A–F and the instructions
•
1–6. Tell them not worry about any missing words but just try
to match each instruction to the right picture.
Check answers with the class.
Exercise 3
3 E
4 A
5 B
Elicit ideas about what kind of show it is.
• Ask them to read the questions so they know what to listen
6 D
•
Exercise 2
• Now ask students to copy the instructions and features (1–9) into
•
•
their notebooks and to use the words in the box to complete
them. Point out that some instructions have more than one gap.
Remind them that there are two extra verbs they don’t need.
Elicit answers and check the pronunciation of the words.
for. Play the recording for students to listen and answer in
their notebooks.
Check answers with the class.
ANSWERS
1 science fiction and
technology
2 Technology copied TV.
Exercise 4
$
3 Star Trek
4 They think it is false.
2.02 Audio script pT138
• Invite a student to read the instruction aloud. Then ask
ANSWERS
1
2
3
4
5
2.02 Audio script pT138
• Ask students to read the information about the radio show.
ANSWERS
1 F 2 C
$
Plug in
Press, switch off
Tap
Swipe
browse, scroll
6
7
8
9
Charge
stream
text
update
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
Conduct a discussion about what kinds of gadgets students
use regularly. What do they use them for? Which gadget could
they not live without?
students to read the questions.
• Play the recording again for students to listen and write the
order and the answers in their notebooks. With a weaker
group, you may need to do this in two parts.
ANSWERS
A3 B1 C4 D5 E2
A – They used their fingers to swipe the screens and to scroll
down texts.
B – mobile phones and tablet computers
C – everyone on the space ship in the series Star Trek
D – in the nineties
E – They pressed a button, held them to their ears and spoke.
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Exercise 5
$
2.03 Audio script pT138
• Divide the class into pairs or small groups to brainstorm what
•
•
they know about Star Trek. Ask them if they think the fact in
the radio show is true.
Play the recording for students to listen for the answer.
Ask students if they are surprised. Can they think of any other
science fiction films where the technology is more advanced
than ours is now? Do they think people might use this
technology in their lifetimes?
Exercise 8
• Encourage students to read the text through first, ignoring
•
•
•
ANSWER
the gaps so they get the gist of it.
Ask students to complete the text by writing the correct
option in their notebooks. With a weaker group, do the first
one together as a class.
Allow students to compare their questions in pairs before
checking them with the class.
Ask students to read the conversation again and decide which
gadget Amy is thinking of.
Elicit answers and confirm which is correct.
The fact is true.
•
Grammar – Subject and object questions
1 uses
2 do people use
3 does the battery last
4 do you use
Amy is thinking of an e-book reader.
Aims
• Learn how to form subject and object questions.
• Practise using subject and object questions.
7
Develop competence in linguistic communication.
•
Grammar animation
Presentation of subject and object questions in context.
Exercise 6
• Ask students to copy the table into their notebooks. Then ask
•
•
them the question in the instruction.
Ask them to complete the rules at the bottom of the table.
Check answers with the class. Make sure they all have the
correct rules written in their notebooks.
ANSWERS
ANSWERS
Grammar practice
• 1–3 star tasks to practise subject and object questions. Also
available on the Tests and Resources Multi-ROM.
Language in action
Aims
• Use subject and object questions to talk about gadgets.
5
6
Develop social and civic competence.
Develop mathematical competence and basic
competences in science and technology.
Develop digital competence.
object questions
1 subject 2 object
1
Exercise 7
• Ask students to think of a modern gadget.
• Divide the class into small groups and nominate one student
• Tell students that they are going to practise making questions.
•
•
Point out that they must use the question word in bold in
sentences 1–5 to write the questions in their notebooks.
They also need to decide if each question is a subject or object
question. Encourage them to look back at the table in exercise
6 if they are unsure.
Allow students to compare their questions in pairs before
checking them with the class.
ANSWERS
1 Who browsed the internet for an hour? Subject question
2 Who scrolled down the page to find her name? Subject
question
3 What does Olivia always update? Object question
4 What do lots of people watch? Object question
5 Who bought a new phone? Subject question
Exercise 9
•
•
•
in each group to be the first to start: ‘the speaker’.
Explain that in this guessing game, like the one in exercise 8,
they need to ask questions to find out what gadget the speaker
is thinking of.
With a weaker group, ask them to pick out useful questions
from exercise 8. With a stronger group, encourage them to ask
other questions as well.
Go round monitoring and noting any problems with the
questions. Conduct class feedback when they have all had a
turn at being ‘the speaker’.
Focus on … ICT
Go to page 126 for Curriculum extra: Computer networks.
Further practice
Language summary, Student’s Book page 57
Grammar, Workbook page 35
Grammar reference, Workbook pages 96–97
Grammar worksheets, Tests and Resources Multi-ROM
Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM
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4.3 Around the world
Culture note
Instruments used to communicate messages
Other instruments have been used throughout history and in
different parts of the world in order to communicate:
In Switzerland and other mountainous regions of Europe, the
alphorn or alpine horn was used for communication. It’s a very
long wooden horn.
Trumpets have traditionally been used in many countries to
communicate in battle and to announce important events.
Wooden pipes and flutes have been used, particularly in
Africa, for villagers and shepherds to communicate.
Church bells are another musical means of signalling messages.
Reading and Vocabulary
Aims
• Read and listen to a Frequently Asked Questions (FAQ) page
about Nigerian talking drums and identify details.
• Match highlighted words in the text to their definitions.
• Learn how to use -ed and -ing adjectives.
3
7
•
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
Reading preparation
A quiz to guess the country in the FAQ page.
Warm-up
• Focus students’ attention on the map and photos. Ask them
if they’ve ever seen or heard drums like this. Explain that they
are called talking drums and elicit ideas about why they have
that name.
Exercise 1
$
2.04
• Invite a student to read the instruction aloud.
• Play the recording for students to read and listen to the text
•
and note down the three messages.
Elicit answers from the class.
ANSWERS
invitations to social occasions, warnings of dangers, messages
about preparing for war
•
Exercise 3
• Focus students’ attention on the highlighted words in the text.
• Ask students to find the correct word for each definition 1–6
and write them in their notebooks.
• Elicit answers and check pronunciation with the class.
ANSWERS
1
2
3
4
5
6
hit
warn
express
invite
spread news
squeeze
•
Vocabulary practice
Interactive vocabulary task.
Exercise 2
• Ask students to read the sentence beginnings and match
•
them to the correct ending A–E. Allow a weaker group to
read the text again before matching the sentence halves. A
stronger group could do this first and then read the text again
to check their answers.
Check answers with the class.
ANSWERS
1
2
3
4
5
B
C
E
A
D
Reading extension
A short reading comprehension about the FAQ page.
Word builder – -ed and -ing adjectives
Exercise 4 Learn it!
• Focus students’ attention on the Learn it! box and read the
information to the class.
• Check that students understand how the different adjectives
•
•
work. Give extra examples if necessary, e.g. I was so bored /
boring because the film was really bored / boring.
Ask students to read sentences 1 and 2, copy the sentences
into their notebooks and then translate them into their own
language.
Discuss the translations as a class.
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ANSWERS
Exercise 5
• Give students time to find the adjectives in the text.
• Ask them to copy the questions into their notebooks, adding
the correct endings.
• Check answers with the class.
• Now ask students to answer the questions. They could write
the answers or you could use this as extra speaking practice in
pairs or small groups.
Elicit some answers from the class and encourage class
discussion.
•
1 They started playing together in 1976.
2 They usually play rock music, but they have some dance
songs, too.
3 Their songs communicate their opinions on political
problems in Ireland, but they also sing about love
and emotions.
4 Their concerts are very entertaining.
Language in action
Aims
ANSWERS
1 irritating
2 irritated
3 exciting
4 excited
5 frightening
6 frightened
Vocabulary practice
• Give a talk on a musician or musicians.
4
3
7
Develop sense of initiative and entrepreneurship.
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
• Interactive vocabulary task.
Exercise 8
Exercise 6 $ 2.05 Say it!
• Tell students that they are going to talk about a musician or
• Focus attention on the Say it! box.
• Model the sounds /t/ and /d/ and /id/ clearly or use the
recording to do this.
• Ask students to listen to the recording and repeat the words.
Play the recording, pausing if necessary so that students can
practise pronunciation.
Ask them to copy the table into their notebooks and write the
words in the correct column according to the sound of the
ending. Play the recording again for students to check.
Elicit or point out that we say /id/ after /t/ sounds and this also
applies after /d/ sounds (ended, sounded, etc.).
There is a follow-up exercise for further practice on page 133.
•
•
•
ANSWERS
/d/
/t/
/id/
frightened
entertained
inspired
worried
embarrassed
relaxed
irritated
excited
interested
musicians, using the talk they have just heard as a model.
• Invite a student to read aloud the points to be included.
• Set a time limit and encourage students to write some notes
in their notebooks but not to write down the whole talk.
• With a weaker group, remind them to use the adjectives
•
•
ending in -ed and -ing.
At the end of the time, invite some students to give their
talks to the class or divide the class into small groups for this
purpose.
Conduct class feedback, praising good use of the target
language and correcting any errors.
Culture video: Drums from around the world
• Duration: 3.07 minutes
• Topic: The importance of drums for different cultures.
• Video worksheets are available in the iPack Resources tab.
Further practice
Pronunciation, Student’s Book page 133
Reading, Workbook page 36
Word builder, Vocabulary reference, Workbook page 98
Listening
Aims
• Listen to a talk and answer questions.
7
Develop competence in linguistic communication.
Exercise 7
$
2.06 Audio script pT138
• Ask students to read the questions and predict what the talk
•
•
is going to be about.
Play the recording for students to listen and write the answers
in their notebooks.
Check answers with the class. Elicit if students knew any of
this information about the band U2 before listening to the
recording and what their opinion of the band is.
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4.4 Practical English
Listening and Vocabulary
Aims
• Listen to telephone conversations, match them to the
problems and then answer the questions.
• Listen and write down dictated sentences.
• Learn functional language for asking for help on the phone.
7 Develop competence in linguistic communication.
Warm-up
• Ask students if they have ever made a phone call in English. If
•
so, how did they feel and what were they calling about? If not,
how do they think they would feel?
Tell students they are going to listen to some phone calls.
Focus their attention on the photo. Elicit what kinds of
products the callers need to talk about.
Exercise 1
$
2.07 Audio script ppT138–139
• Ask students to listen and match calls 1–3 to the correct
•
document A–D. Remind them that there is one extra
document that they don’t need.
Check answers with the class.
Exercise 3
•
•
•
recording and they should write down exactly what they hear.
Play the recording, pausing where necessary. You may need to
play it more than once.
Check answers with the class and drill the pronunciation of the
phrases, particularly focusing on stressed words and rhythm.
You could play the recording again for students to repeat the
sentences with the recording.
I’ve just bought a computer and I’ve got a problem with it.
I need some help with my new computer.
Could you help me with my e-book reader, please?
Could you explain how to make the battery last longer,
please?
Exercise 4
• Focus students’ attention on the Functional language box on
page 55.
• Ask students to copy the dialogues into their notebooks
•
ANSWERS
•
Exercise 2
1
2
3
4
5
and complete them using sentences from the Functional
language box.
Ask students to compare their answers in pairs. Encourage
them to practise reading the exchanges focusing on natural
stress and rhythm.
Invite some students to act out the dialogues in order to
check the answers with the class.
ANSWERS
$
2.07 Audio script ppT138–139
• Invite a student to read the instruction aloud.
• Give students a moment to read the questions. Check the
•
2.08
ANSWERS
1
2
3
4
1 B
2 D
3 A
•
$
• DICTATION. Tell students that you are going to play a
word replacement if necessary.
Play the recording for students to listen again and answer the
questions in their notebooks.
Check answers with the class. You could ask whether the
callers seemed angry or not. Were they polite? Was the
customer services assistant helpful or not?
Language point – during and from … to
Exercise 5
• Focus students’ attention on the language point. Students
ANSWERS
1 She needs to find and press the button at the back of the
screen.
2 He needs to return to the store with the e-book reader and
the receipt.
3 He can only make one phone call before the battery
runs out.
Could I speak to Mr Richey, please?
Would you mind spelling that for me?
Thank you very much for your help.
I’ve just bought a camera and I’ve got a problem with it.
Good afternoon. Tom speaking.
•
•
read the example sentences and think about how to
complete the rules.
Explain that during has a similar meaning to in but that during
emphasizes the length of the period of time.
Check answers with the class and then ask students to copy
and complete the rules in their notebooks.
ANSWERS
1 during
2 from … to
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Grammar – Present perfect with ever, never
and just
Aims
• Practise using the present perfect with ever, never and just.
• Answer questions about your family and technology.
• Complete questions using the present perfect with ever, never
and just.
7 Develop competence in linguistic communication.
6 Develop mathematical competence and basic
competences in science and technology.
5 Develop social and civic competence.
Exercise 8
• Ask students to look at the role-play flow chart. Tell them they
•
•
•
•
Exercise 6
• Ask students to look at the photo of the call centre and invite
•
•
•
a student to read the questions aloud.
Divide the class into pairs and encourage them to take turns
asking each other the questions and giving their answers.
With a weaker group, use the examples to help them
understand what to do.
Conduct class feedback. You could then ask students what
they do when they have a problem with technology or a
gadget they own.
Exercise 7
• Ask students to copy and complete the sentences in their
•
notebooks, using the present perfect form of the verbs
in brackets.
Allow students to compare their answers in pairs before
checking them with the class.
•
•
are going to practise making phone calls in English.
With a weaker group, give them one of the situations to talk
about. With a stronger group, give them the choice of using
these ideas or their own idea.
You could seat pairs of students back to back to make it
more like a phone conversation (as it is unrealistic to see the
speaker’s face).
Encourage students to use the phrases in the Functional
language box to do the role play.
Go round monitoring their role plays and giving assistance
where necessary. Make a note of any points for error
correction.
Conduct class feedback giving praise for natural-sounding
language, and helping with any errors as needed.
If any of the students’ role plays were particularly good, invite
them to perform them for the class.
Exercise 9
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 4
Episode 2: The language café
• Duration: 5.37 minutes
• Topic: Learning French with Marie
• Task: ‘Your turn’ – asking for help on the phone.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
ANSWERS
1
2
3
4
I’ve just taken
Lola has never had
Have you ever downloaded
My dad has just sent
•
Grammar practice
A task to practise ever, never and just. Also available on the
Tests and Resources Multi-ROM.
Dialogue practice
• Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 98
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
Language in action
Aims
• Practise having a phone conversation in English.
• Practise using functional language for asking for help.
4
6
5
7
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Develop sense of initiative and entrepreneurship.
Develop mathematical competence and basic
competences in science and technology.
Develop social and civic competence.
Develop competence in linguistic communication.
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4.5 Writing an informal email
Exercise 3
• Ask students to finish the email using the ending given
Aims
• Read a model text giving a visitor information on Scotland
and identify phrases used in informal emails.
• Analyze the structure of the model text.
• Learn to use punctuation accurately.
• Write an email to a friend giving advice about a visit.
3 Develop competence in cultural awareness and expression.
7 Develop competence in linguistic communication.
4 Develop sense of initiative and entrepreneurship.
Model text
Exercise 1
• Focus students’ attention on the photo. Can they guess where
•
•
•
it is? Ask them to read the informal letter quickly to find out
(Edinburgh, Scotland).
Invite a student to read out the instruction in exercise 1. Stress
that the example isn’t included.
Remind students to write the answers in their notebooks.
Elicit answers from the class.
•
by copying it into their notebooks and adding the correct
punctuation.
Check answers with the class. Ask them what PS is used for.
Do they know they can also write PPS? Ask Could you use PS
and PPS in a formal letter or email? (No.) With a stronger group,
you could elicit that exclamation marks are also uncommon in
formal letters and emails.
ANSWERS
PS
I heard the news about your summer job. Congratulations!
Does that mean you’ll have lots of money to spend in
Edinburgh? I’ll take you to a really good restaurant. (The
Chinese food is fantastic!)
PPS
Alex says, ‘Can you bring your new video game?’
•
Language practice
A task to practise punctuation.
Writing task
Writing preparation
• Task to brainstorm ideas.
ANSWERS
I haven’t written for ages …
It was great to hear …
Give my love to your family
Take care, …
Exercise 4
• Explain that students are going to write an email to a friend.
Invite a student to read the instruction aloud.
• Go through the paragraph plan and make sure students
Culture note
Scottish English
Standard English has been an official language in Scotland
since 1707, but most Scottish people speak it with a regional
accent and some variations in grammar. A lot of the different
words which Scottish English speakers use actually come from
Scots, which is a minority language. Some other common
examples of Scots words used in Scottish English include:
bairn = baby
canny = careful
Hogmanay = New Year’s Eve
lassie = girl
Look at language – Punctuation
•
•
•
understand that they must structure their email in this way.
Ask students to write their emails. If they do this in class, go
round giving help and encouragement. Remind them to be
careful about their punctuation.
With a mature class, you could divide the class into pairs
and they could read each other’s emails and give feedback
on them. I think this part is good because … , I think there is a
mistake here because … . Otherwise, invite some students to
read their emails aloud.
Extension: With a stronger group, you could ask students to
swap emails and, for homework, they could pretend that they
are the friend and write a short reply. In this case, they could
have freedom in terms of content and your focus would be on
correct punctuation.
Further practice
Exercise 2
• With books closed, draw the punctuation symbols on the
Writing, Workbook page 37
board and elicit what these are called.
• Then ask students to open their books and match these
•
punctuation symbols to their uses 1–5 and write them in their
notebooks.
Check answers with the class.
ANSWERS
1 apostrophe
2 speech marks
3 question mark
4 brackets
5 exclamation mark
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 4 game
Have some fun together while you revise with your class by
using the Lucky wheel game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 4 Review, page 58
• Workbook:
– Unit 4 Review, pages 38–39
– Grammar and Vocabulary reference and practice, pages
96–99
• Tests and Resources Multi-ROM:
– Unit 4 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 4 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 4 Communication: Pairwork worksheet
– Unit 4 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks. Remind
students to also look back at Units 1–3.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Adjectives:
feelings and Verbs: technology).
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Review
Speaking
Reading
Exercise 4
• Divide the class into pairs and tell half the students that they
Exercise 2
are customers and the other half that they work in customer
service.
Explain that they are going to make a phone call to talk about
a problem with a piece of technology.
With a weaker group, allow students one minute to look back
at the phrases in the Functional language box on page 55
for asking for help on the phone and make a note of them in
their notebooks.
Focus their attention on the example sentences in blue to
help them start their conversations.
Go round monitoring the conversations and giving assistance
where necessary.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
• Encourage students to think about good websites which they
Further practice
Exercise 1
• Ask students to read questions 1–4. Check they understand
•
•
the meanings of these if necessary.
Focus students’ attention on the text and ask them to read it
and choose the correct answers a, b or c. Ask them to write
the answers in their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
•
•
•
a
c
a
b
•
•
Writing
•
•
•
can use to help them with homework. With a weaker group,
elicit some website addresses and write them on the board.
Invite a student to read the writing instruction aloud.
Focus students’ attention on the questions. Point out that
these questions are to help them but they may also include
other ideas in their paragraph, provided they are about a
good website.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Review, Workbook pages 38–39
Unit 4 Tests, Tests and Resources Multi-ROM
Listening
Exercise 3
$
2.09 Audio script pT139
• Give students time to read the sentences before they listen to
the report.
• Explain that they need to listen and write the missing words
•
1–6 in their notebooks. With a weaker group, you may need to
play it more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
happens
browse
stream
scroll
has given
have encouraged
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A life of crime
Unit summary
Exercise 1
• With books closed, ask how students find out the news. Elicit
Vocabulary
TV, newspapers, internet, radio, from friends, etc.
Vocabulary (practised and tested in 1–3 star tasks and tests)
Criminals and crime fighters: armed robber, burglar, detective,
fraudster, judge, lawyer, mugger, murderer, police officer, private
investigator, thief, traffic warden
Crimes: arson, blackmail, burglary, credit card fraud, drugdealing, forgery, identity theft, kidnapping, mugging,
pickpocketing, shoplifting, smuggling, speeding, vandalism
Extra vocabulary (see 2 and 3 star tasks and texts)
arrest (v), black market (n), case (n), evidence (n), interview (v),
suspicious (adj), trap (v)
business owner (n), ecologist (n), household (n), lawmaker (n),
local council (n), resident (n)
Word builder: illegal, illogical, impossible, irresponsible, unfair
• Tell them that they are going to read some newspaper
•
•
ANSWERS
fraudster, mugger, burglar
Exercise 2
• Now ask them to find three words from the text for people
•
Grammar
Past perfect
Relative pronouns: who, which, whose, where
Modals of deduction: can’t, could, may, might, must
Functional language
Describing photos (see 1–3 star tasks and tests)
at the bottom / top
behind
in the background / foreground
in the corner / middle
Perhaps on the left / right
He / She can’t be
He / She could be
He / She may be
He / She might be
He / She must be
Warm-up
extracts. Ask them first to find three kinds of criminals in the
words in bold.
Check answers with the class. Elicit what each criminal did and,
finally, which crime they think is the most serious and why.
It would be a good idea for students to write the words and
a definition or translation of the crime in their notebooks.
who fight crime and write them in their notebooks.
Check answers with the class. Elicit what each crime fighter
does, and ask them to write a definition or translation.
ANSWERS
detective, judge, traffic warden
•
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
In small groups, ask students to write the alphabet down one
side of a piece of paper. Then ask them to brainstorm crimes
which begin with each alphabet letter (omitting difficult ones
Q, X, Y, Z). Set a time limit.
At the end of the time, ask which group has the longest list.
Elicit their answers and make a list on the board. Encourage
other groups to add any other words.
Encourage students to use dictionaries or ask each other to
explain unknown vocabulary. Alternatively, play a guessing
game. Give a definition of one of the crimes. The first team or
student who knows the word for the crime gets a point.
Exercise 3
• Play the video for students to watch and interact with.
Vocabulary
Aims
• Learn nouns for criminals and for people who fight crime.
Vocabulary presentation
• Interactive task to present the vocabulary.
5
7
T59
Develop social and civic competence.
Develop competence in linguistic communication.
Interactive video
Round up: Unit 5
Episode 1: The Ashmolean art theft
• Duration: 5.18 minutes
• Topic: The theft of a Cézanne painting.
• Task: Answer the interactive questions.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
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5.1 I had always loved Sherlock
Holmes stories
Vocabulary and Reading
Exercise 2
$
2.10
• Ask students to read only the title and look at the photos.
• Ask students the question from exercise 2 and ask them to
think of possible answers without reading the article.
• Play the recording for students to read and listen to the article
Aims
to check their answer.
Check answers with the class. Ask students What do you think
of this job? Would you do it? Why / Why not?
• Learn vocabulary about crime and the law.
• Read and listen to an article to understand the gist.
• Answer questions on the article.
•
7
Katie is a private investigator.
Develop competence in linguistic communication.
Exercise 3
Warm-up
• With books closed, ask students what kind of evidence the
•
police use to catch criminals (fingerprints, footprints, DNA and
other forensic tests, recordings from surveillance cameras,
criminal records, witness reports and descriptions, phone
records, car number plates, etc.).
You will probably need to teach them some of these words.
Exercise 1
• Ask students to copy the table into their notebooks.
• Then ask them to add the words in the box and also the
•
ANSWERS
words for criminals and for defenders of the law from page 59.
Check answers with the class and practise pronunciation.
ANSWERS
People who break the law
People who defend the law
armed robber
murderer
thief
fraudster
burglar
mugger
lawyer
police officer
private investigator
detective
judge
traffic warden
• Invite a student to read the instruction aloud.
• Ask students to read the questions and find the answers in the
•
text. Then ask them to write the answers in their notebooks.
Check answers with the class.
ANSWERS
1 Katie originally decided to become a lawyer.
2 She left university to become a private investigator.
3 The owner of the clothes company thought the woman had
stolen some jeans.
4 She had captured everything on a secret camera.
5 No one is suspicious of a teenager being a private
investigator.
6 The agency doesn’t let them investigate serious criminals
and a senior detective always accompanies them.
•
Reading extension
A task to put paragraphs in order in a newspaper article.
Further practice
Language summary, Student’s Book page 69
Vocabulary, Workbook page 40
Vocabulary reference, Workbook pages 102–103
Vocabulary worksheets, Tests and Resources Multi-ROM
Culture note
British court system
In the UK, there are different kinds of court but typically there
is one judge and a jury of ordinary people who must decide
whether a defendant is guilty or innocent. The judge decides
what punishment the criminal should face. When a UK citizen
is called to be on a jury, he must do it. Jury sizes vary but the
largest size is in Scotland, with up to fifteen jurors.
Less serious crimes may be tried in a Magistrates court where
there are three magistrates who decide on the verdict (guilty
or not guilty) and the punishment.
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Exercise 4
Exercise 7
• Draw attention to the highlighted words in the text. With a
• Invite a student to read the instructions aloud. Ask students
weaker group, go through the meanings if necessary.
Ask students to use these words to complete the sentences, and
then write the completed sentences 1–6 in their notebooks.
•
to copy and complete the email in their notebooks, deciding
which tense is correct in each sentence. With a weaker group,
do the first sentence together first, explaining that the second
verb is in the past perfect because that action happened
before the action at the beginning of the sentence.
Allow students to compare their answers in pairs before
checking with the whole class.
ANSWERS
1 case
2 trap
3 black market
4 evidence; arrested
5 interviewed
6 suspicious
Vocabulary practice
Interactive vocabulary task.
•
Grammar – Past perfect
• Learn how to use the past perfect
• Choose between the past perfect and past simple
•
ANSWERS
1 started
2 ’d met
Develop competence in linguistic communication.
Grammar animation
Presentation of the use of the Past perfect tense in context.
• Read the first sentence aloud to the class and ask them
•
which of the underlined actions happened first. Point out the
example answer in the table.
Ask students to copy the table into their notebooks and
complete it with the verbs from the remaining example
sentences.
Copy the table onto the board and check answers with the class.
ANSWERS
the gaps, to get the gist of it. Then ask them to complete the
gaps using the past simple or past perfect form of the verbs.
Check answers with the class, eliciting explanations.
•
ANSWERS
1 discovered
2 had lied
First action (past perfect)
Second action (past simple)
Had … dreamt
hadn’t realized
’d put
got decided
captured
• Students copy the rules into their notebooks and complete
•
•
them with the words from the box. Encourage them to refer
back to the sentences in exercise 5 as necessary.
Check answers with the class. Ask students look back at the
article on page 60 to find more examples of sentences that
include both the past perfect and the past simple. (I had
finished my first term at university when I read … Her employer
thought she had stolen some jeans. I said a friend had told me
that she was selling … She opened the backpack that she’d
brought home … ).
You may want to draw a timeline on the board using one of
the example sentences and show how the first action in the
past perfect appears before the second action in the past
simple. Go through the rest of the example sentences and
elicit which action happened before the other.
With a weaker class, revise past participle forms.
ANSWERS
1 before
T61
2 past participle 3 affirmative / negative
3 had left
4 met
5 asked
6 had robbed
Grammar practice
• 1–3 star tests to practise past perfect and past simple. Also
available on the Tests and Resources Multi-Rom.
Language in action
Aims
• Practise using the past perfect.
• Describe possible explanations for a crime.
4
7
Develop sense of initiative and entrepreneurship.
Develop competence in linguistic communication.
Exercise 9
• Divide the class into small groups. Invite a volunteer to read out
Exercise 6
•
5 found
6 ’d hidden
• Ask students to read through the dialogue quickly, ignoring
Exercise 5
•
3 had left
4 went
Exercise 8
Aims
7
•
•
•
the scenario to the class. Explain to students that they need to
think of as many possible solutions to the scenario as possible.
Give students ten minutes to discuss possible solutions.
Encourage them to use the example phrases to begin their ideas.
Monitor their discussions and note good examples of the past
perfect. Conduct class feedback. Who came up with the most
interesting solution?
Optional activity
In pairs, students write more scenarios similar to the one they
have just discussed. Have them share these with another pair
and ask them to think of possible solutions.
With a stronger group, you could encourage them to produce
four sentences using the past perfect in their solutions.
Further practice
Language summary, Student’s Book page 69
Grammar, Workbook page 41
Grammar reference, Workbook pages 100–101
Grammar worksheets, Tests and Resources Multi-ROM
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5.2 The men who stole identities
• Ask them to read the advert for a radio show, ignoring the
Vocabulary, Listening and Reading
•
gaps, and choose the best definition of impostor.
Check the answer with the class.
Aims
Optional activity
• Learn vocabulary about crimes.
• Listen to a news report and identify the crimes.
• Read an advert for a radio programme and answer questions
Divide the class into small groups to choose any five crimes
and write them on five small pieces of paper. Ask them to
discuss how serious each crime is and rank them from the
most serious to the least serious. Encourage them to give
reasons for their ranking.
Conduct class feedback.
about it.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
•
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
ANSWER
3
Further practice
Language summary, Student’s Book page 69
Vocabulary, Workbook page 42
Vocabulary reference, Workbook pages 102–103
Vocabulary worksheets, Tests and Resources Multi-ROM
Warm-up
• Focus students’ attention on the title of the lesson.
• Ask them what they think the men’s crime was, why they did
it and how they might have done it.
• To help them with vocabulary, elicit that stole is the simple
past of the verb to steal and teach them that there isn’t a noun
for this verb but we use theft for the crime and thief for the
person who commits it. In this case, the crime is identity theft.
Exercise 1
• Focus students’ attention on the signs and notes A–E.
• Ask them to match each sign and note to one of the crime
•
words in the box. Remind them that there are two extra words
they don’t need.
Check answers with the class. Elicit or teach the meanings of
the two extra crimes and drill pronunciation of all the words.
A pickpocketing
C shoplifting
B kidnapping
D blackmail
The extra words are burglary, mugging.
•
•
Aims
• Listen to the radio programme and complete fact files.
7
$
$
2.12 Audio script pT139
• Tell students they are going to listen to the radio programme
advertised on page 62. Ask them to read the instruction.
•
2.11 Audio script pT139
Frank Abagnale – five years in prison
David Hampton – 21 months in prison
Exercise 5
6 arson
7 credit-card fraud
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 3
• Write the word impostor on the board and ask students what
$
2.12 Audio script pT139
• Focus attention on the fact files about the two impostors.
• Play the recording for students to listen and write the missing
•
ANSWERS
4 speeding
5 identity theft
answers in the notebooks.
Check answers with the class.
ANSWERS
write the numbers 1–7 in a list in their notebooks.
With a weaker group, go through the words in the box first, so
students feel confident of the meanings before they listen.
Play the recording, pausing between news reports if necessary,
for students to listen and write the answers in their notebooks.
Check answers with the class. Drill pronunciation if necessary.
1 vandalism
2 forgery
3 drug-dealing
•
Develop competence in linguistic communication.
Exercise 4
E smuggling
• Invite a student to read the instruction aloud. Ask students to
•
Listening
• Play the recording for students to listen and write their
ANSWERS
Exercise 2
The following notes refer to material on Student’s Book page 63.
information in their notebooks.
Check answers with the class. Invite students to give their
opinions about these impostors, e.g. Why do you think one
man went back to a life of crime and the other man didn’t?
SUGGESTED ANSWERS
1
2
3
4
5
6
7
8
American
make money
doctor
lawyer
started helping the police catch fraudsters
enjoy a celebrity lifestyle
the son of an award-winning actor Sidney Poitier
went back to a life of crime
they think it means.
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Exercise 9
Culture note
Impostors
Other well-known impostors include: Anoushirvan D. Fakhran,
who pretended to be a nephew of the film director Stephen
Spielberg, Jonathan Taylor Spielberg. He was discovered when
he stopped attending school and his ‘uncle’ was telephoned!
Anna Anderson, who, in 1922, claimed to be the Grand
Duchess Anastasia Romanov, four years after Anastasia was
believed to have been killed with the rest of the Russian Royal
family. She became famous around the world, and many
books were written about her story. Anna died in 1984. In
2007, the body of the real Anastasia Romanov was discovered
in Russia. DNA testing has proved that Anna was actually a
Polish factory worker.
•
Listening extension
A task to answer multiple-choice questions about the text.
Grammar – Relative pronouns
Aims
• Learn how to use relative pronouns.
• Practise using who, which, whose and where.
7
•
Develop competence in linguistic communication.
Grammar animation
Presentation of relative pronouns in context.
Exercise 6
• Ask students to copy the table into their notebooks.
• Then ask them to find the relative pronouns in the example
sentences and use them to complete the table.
ANSWERS
1 who
2 which
3 whose 4 where
Exercise 7
• Ask students to choose the correct option to complete each
sentence in their notebooks. With a weaker group, encourage
them to refer to the table in exercise 6.
ANSWERS
1 who
2 where 3 which 4 whose
Exercise 8
• Ask students to write the correct sentences in their notebooks.
• Check answers with the class and encourage students to
explain the reasons for their answers.
ANSWERS
1
2
3
4
5
A jeweller’s is a place which where they sell watches.
Blackmail is a crime where which often involves money.
A liar is a person whose who tells lies.
The girl who whose mobile is ringing is a detective.
A private investigator is a person which who investigates
crimes.
6 The prison which where he spent five years was very
crowded.
T63
• Ask students to look at the photo. Ask When do you think the
•
•
•
photo was taken? Why is the title ‘The Great Impostor’?
Ask students to read the text quickly to check their ideas.
Students write the numbers 1–7 in their notebooks and write
the relative pronouns to complete the text.
Check answers with the class.
ANSWERS
1 who 2 which 3 where 4 who 5 where 6 which
7 whose
•
Grammar practice
1–3 star tasks to practise the past simple and past continuous.
Also available on the Tests and Resources Multi-ROM.
Language in action
Aims
• Talk about impostors using relative pronouns.
5
4
7
Develop social and civic competence.
Develop sense of initiative and entrepreneurship.
Develop competence in linguistic communication.
Exercise 10
• Divide the class into pairs or small groups. Invite a student to
•
•
read the instruction and example sentence starters aloud.
Explain to students that they do not have to agree with each
other but they must give reasons for their choices.
Go round monitoring and noting any problems with the
relative pronouns. Conduct class feedback.
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
•
them to use the internet, encyclopaedias and other resources.
Have a follow-up discussion in class.
ANSWERS
The English titles of the three films are:
Frank Abagnale – Catch me if you can (released 2002, starring
Leonardo DiCaprio)
David Hampton – Six degrees of separation (released 1993,
starring Will Smith)
Ferdinand Waldo Demara – The Great Impostor (released 1961,
starring Tony Curtis)
Further practice
Language summary, Student’s Book page 69
Grammar, Workbook page 43
Grammar reference, Workbook pages 100–101
Grammar worksheets, Tests and Resources Multi-ROM
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5.3 Around the world
Reading and Vocabulary
Aims
• Read and listen to an article about laws in the USA and
identify specific information.
• Learn vocabulary about different groups of people.
• Learn how to use negative prefixes.
5 Develop social and civic competence.
3 Develop competence in cultural awareness and expression.
7 Develop competence in linguistic communication.
Warm-up
Exercise 3
• Invite a student to read the instruction aloud. Give students
•
•
•
ANSWERS
1
2
3
4
Washington State
Massachusetts
Kansas
Florida
•
Reading extension
A short listening comprehension about breaking the law.
• With books closed, ask the following questions: In Spain, is
•
•
there one law for the whole country or are there different laws
in different regions? Can you think of anything that people are
allowed or not allowed to do in this region in particular?
You could explain that in the USA there are two kinds of laws:
federal laws, which apply to all citizens of USA and state laws,
which apply only to people living in that particular state.
Make sure all students can pronounce the word law correctly.
time to read the Where do people have to … ? questions.
Ask students to read the article again and write the names of
the states in in their notebooks.
Check answers with the class.
At this point, you could ask students questions to find out
their reactions to the article, e.g. Which do you think is the
strangest law? Do you think any of the laws are good?
Exercise 1
• Ask students to look at the signs and decide what they mean.
What dangers do they warn you about?
• Elicit ideas from the class.
SUGGESTED ANSWERS
A
B
C
D
Don’t park here.
Watch out for bears in the road.
Be careful when cycling over tracks.
Watch out for penguins in the road.
Reading preparation
• A task to pre-teach vocabulary from the article and to
introduce the topic.
Exercise 2
$
2.13
• Ask students to read the introductory paragraph of the article
•
•
•
to find out what it is about (strange laws in the USA).
Explain that each paragraph A–D is about a different law and
they should match these to sentences 1–5.
Play the recording for students to listen and write the answers
in their notebooks. Remind them that there is one extra
sentence that they don’t need.
Check answers with the class.
ANSWERS
1
2
3
4
5
B
D
A
C
–
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Exercise 4
Vocabulary practice
• Focus students’ attention on the highlighted words in the
•
•
article. Explain that they should use the context to work out
the meaning of any words they don’t know.
Tell them to match the sentence halves and write the
sentences in full in their notebooks.
Check answers with the class.
ANSWERS
1 D
2 E
3 A
4 B
5 F
• Interactive vocabulary task.
Exercise 6
•
•
•
•
6 C
Express it!
• Draw students’ attention to the Express it! phrases and
•
•
•
•
ask them to a) find them in the article, and b) explain the
meaning of the phrases (Paragraph A – lines 12–15: make
irresponsible pet owners think twice = think carefully before
deciding to do something, and perhaps choose not to do it.
Paragraph C – lines 26–28: come clean about their intentions =
confess, admit, tell the truth about a secret.
Ask students to look at sign C on page 62 and ask Do you
think this sign will make shoplifters think twice? Elicit three
more things that might make a criminal think twice about
committing a crime (fear of getting caught, prison, having to
pay a fine, fear of how family / friends will react.)
Ask students Have you ever done something wrong and had to
come clean about it? Conduct a class discussion.
Encourage them to write two sentences of their own using
these phrases in their notebooks. Check their sentences
carefully.
Vocabulary practice
Interactive vocabulary task.
ANSWERS
1
2
3
4
Aims
• Write new laws or rules for the school or town.
5
4
7
• Invite a student to read the instruction aloud.
• First of all, ask students to decide if their rules will be for the
Exercise 5
•
•
•
•
ANSWERS
fair – unfair
legal – illegal
logical – illogical
possible – impossible
responsible – irresponsible
1 il2 im3 ir4 un-
T65
Develop social and civic competence.
Develop sense of initiative and entrepreneurship.
Develop competence in linguistic communication.
Exercise 7
Word builder – Negative prefixes
the adjectives in the box. With a weaker group, elicit these
negative adjectives and write them on the board.
Ask students to copy the table into their notebooks and
complete the negative prefixes column.
Check answers with the class.
Elicit other words for each prefix. With a weaker group, give
them examples of positive adjectives and ask which prefix
makes them negative. Help them understand the meanings of
new adjectives and drill pronunciation.
illegal
impossible
irresponsible
unfair
Language in action
•
•
• Ask students to read the article to find the opposites of
Invite a student to read the instruction aloud.
Ask students to write the correct adjectives in their notebooks.
Check answers with the class.
Extension: Students work individually or in groups to brainstorm
examples of situations or rules which are unfair, impossible
or illogical and examples of actions which are unfair, illogical,
irresponsible or illegal. Conduct a class discussion.
school or the town. Then they can choose suitable topics from
the box.
Invite a different student to read the example sentences aloud.
Set a time limit and remind students to give a reason for each
new rule.
Go round monitoring and giving assistance where necessary.
Exercise 8
• At the end of the time, divide the class into small groups
•
to present their rules to each other. Alternatively, ask some
students to present their rules to the class.
Conduct a class discussion about these rules.
Culture video: An American police officer
• Duration: 3.29 minutes
• Topic: A day in the life of an American police officer.
• Video worksheets are available in the iPack Resources tab.
Focus on … Citizenship
Go to page 127 for Curriculum extra: Human rights.
Further practice
Reading, Workbook page 44
Word builder, Vocabulary reference, Workbook page 102
Curriculum extra worksheet Unit 5, Tests and Resources Multi-ROM
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5.4 Practical English
Speaking
Listening and Vocabulary
Aims
Aims
• Listen to descriptions of photos and answer questions.
• Learn functional language for describing photos.
• Learn how to use modal verbs of deduction: could, can’t,
might, must.
• Make deductions about the picture on page 66.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
• Ask students to think of places where there are usually
security cameras (on the street, in shops, at stations and
airports, etc.). What is the purpose of these security or
surveillance cameras?
Tell students they are going to listen to someone describing
photographic evidence.
Exercise 1
$
2.14 Audio script pT140
• Ask students to look carefully at the photos from Camera 1
•
•
•
and Camera 2.
Ask them to read the questions before they listen to the
descriptions.
Play the recording for students to listen and answer the
questions in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 when she opens her bag (to look for her purse or
mobile phone)
2 in a storeroom or a garage
Exercise 2
$
2.14 Audio script pT140
• Read the instruction to the class and allow students time to
•
•
•
read the sentences.
With a stronger group, ask them to predict which preposition
completes each gap, then listen to check their answers.
Play the recording again for students to listen and write the
missing prepositions in their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
7
In
On
Behind
In
In
At
Develop competence in linguistic communication.
Exercise 3
• Focus students’ attention on the picture. Ask them to read the
•
•
Warm-up
•
• Answer questions about a picture.
• Learn how to link words in sentences.
• Listen and write down dictated sentences.
•
•
questions.
With a weaker group, highlight that the main tense used is the
present continuous.
Divide the class into pairs to work together and answer the
questions.
Go round monitoring and giving assistance. Correct any
mistakes made with prepositions.
Elicit answers from the class.
ANSWERS
1
2
3
4
5
A thief is stealing a mobile phone.
She’s shouting.
a shop owner
people watching
a police officer, a bicycle, a lamp post with a security
camera
6 a little boy with a dog
Exercise 4
$
2.15 Say it!
• Focus students’ attention on the Say it! box and ask what they
•
•
think the arrows indicate. Explain that they show that these
words are linked in pronunciation.
Play the recording for students to repeat the sentences, and
make sure that they are all linking the words naturally. You
could elicit what kinds of sounds link together (generally
consonant to vowel).
There is a follow-up exercise for further practice on page 133.
Exercise 5
$
2.16
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording, pausing where necessary. You may need to
•
play it more than once.
Check answers with the class and drill the pronunciation of
the sentences, particularly focusing on linking and sentence
stress. Students could then repeat the sentences with the
recording.
ANSWERS
1 The young girl on the left is a student.
2 I think they are waiting for a friend.
3 The man in the middle is wearing a nice T-shirt.
Further practice
Pronunciation, Student’s Book page 133
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Language point
Language in action
Exercise 6
Aims
• Focus students’ attention on the Language point. Ask students
• Practise talking about things, people, places and actions in
•
to read the example sentences and rules. Ask them to think
about how to complete the rules.
Elicit answers from the class. Then ask them to write the
completed rules in their notebooks. Explain that could, may
and might have very similar meanings.
ANSWERS
1 must
2 can’t
3 could, may, might
• Invite a student to read the instruction aloud.
• With a weaker group, write these beginnings and endings on
•
•
•
the board and ask them to match them:
1 The woman who is shouting must a) be the boy’s mother.
2 The man with the phone
b) catch the criminal.
3 That woman could
c) be helping the woman.
4 The policeman might
d) be making a lot of noise.
5 That man in the middle can’t
e) may be a thief.
Ask students to make sentences about the picture in exercise
3 on page 66 using the modal verbs.
You could encourage students to write their answers in their
notebooks. This will help you to monitor whether they are
using the modal verbs correctly.
Elicit some sentences from stronger students but do not
confirm answers at this point.
Grammar practice
Interactive task to practise modals of deduction.
Exercise 8
$
2.17 Audio script pT140
• Now play the recording for students to listen and check their
•
answers.
Conduct class feedback.
SUGGESTED ANSWERS
The young child must be the woman’s son.
The man must be a thief.
He can’t be picking the phone up to help the woman.
The man behind the woman could be a shop owner.
The police officer could still catch the thief.
The cameras might be able to get a picture of the thief.
T67
making deductions.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
Exercise 9
• Ask students to look at the two photos on page 67 and to
choose one to describe.
Exercise 7
•
a photo.
• Practise using functional language for describing photos and
• Draw students’ attention to the Functional language box and
•
•
•
encourage them to use the phrases in their descriptions.
Divide the class into pairs or small groups. Students describe
their photo to their classmates and make deductions about
what is happening in the photo.
Go round monitoring and giving assistance. Encourage
students to use the modal verbs.
Conduct class feedback. Elicit sentences about each photo
and try to elicit all the different modal verbs. Prompt if
necessary, e.g. Do you think the man is a policeman?
Exercise 10
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 5
Episode 2: Analyzing a crime scene
• Duration: 4.13 minutes
• Topic: Describing crime scenes with a detective.
• Task: ‘Your turn’ – Describing photos.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
•
Dialogue practice
Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 102
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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5.5 Writing a newspaper article
Aims
•
•
•
•
Read a model text about a crime and answer questions.
Learn to use vocabulary for ordering events.
Analyze the structure of the model text.
Write a newspaper article.
7 Develop competence in linguistic communication.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
Model text
Exercise 1
• Ask students to cover the text and only look at the photo.
•
•
•
Ask them to describe the people in the photo and make
deductions about what they see. Prompt if necessary, e.g.
Who do you think the man is? How old do you think the woman
is? What do you think they are doing? Why?
Invite a student to read out the title of the newspaper article.
Encourage them to make further deductions and predictions
about the article before they read it.
Ask students to read questions 1–4. Then ask them to read the
article to find the answers and write them in their notebooks.
Check answers with the class.
SUGGESTED ANSWERS
1 She was shopping.
2 She thought there was a mugging and crossed the road to
help the young man.
3 To try to escape.
4 An online video of her work appeared on the internet.
Look at language – Phrases for articles
Exercise 3
• Invite a student to read the instruction aloud.
• Set a time limit for students to answer individually in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
5
Language practice
• Interactive task to match phrases for articles to their uses.
Writing task
•
• Tell students that they are going to write an article for a
•
•
•
•
•
• Focus students’ attention on the blue words in the article.
•
•
Writing preparation
Interactive task to complete a newspaper text about a crime.
Exercise 4
Exercise 2
Elicit what these kinds of words do. (They are used to order
events.)
Ask students to copy the table into their notebooks and
complete it with the blue words.
Check answers with the class.
Suddenly
At first
While
Later
After that
•
newspaper. Invite a student to read the instruction aloud.
Point out that they need to choose one photo from pages 66
and 67 to write it about.
Go through the paragraph plan and make sure students
understand that they must structure their article in this way.
Ask students to write their articles. If they do this in class, go
round giving help and encouragement. Remind them to order
the events in their article using the words from the table.
Invite some students to read their articles aloud. Their
classmates should identify which photo the article is based on.
Alternatively, two students who chose the same photo could
read each other’s articles and find similarities and differences
between them.
Writing extension
A task to write a different ending for a newspaper article.
Further practice
Writing, Workbook page 45
ANSWERS
1
2
3
4
5
6
7
8
at first
after that
later
suddenly
immediately
when
while
in the end
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 5 game
Have some fun together while you revise with your class by
using the Make a path game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 5 Review, page 70
• Workbook:
– Unit 5 Review, pages 46–47
– Grammar and Vocabulary reference and practice, pages
100–103
• Tests and Resources Multi-ROM:
– Unit 5 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 5 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 5 Communication: Pairwork worksheet
– Unit 5 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks. Remind
students to also look back at Units 1–4.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Criminals
and crime fighters and Crimes).
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ANSWERS
Review
Reading
Exercise 1
• Ask students to look at the photo and read the title to predict
what the text will be about.
• Ask students to write the numbers 1–10 in their notebooks.
•
Then ask them to read the text and choose the correct answer
A, B, C or D to write in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
B
A
D
A
C
B
A
C
A
D
•
choose one to describe.
With a weaker group, allow them one minute to look back at
the phrases in the Functional language box on page 67 for
describing photos and making deductions and make a note
of them in their notebooks.
Invite a student to read the example sentence aloud to help
them start their descriptions.
Go round monitoring students as they describe the photos and
giving assistance as necessary.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
• Ask students to brainstorm what young people like them can
•
• Focus students’ attention on the photos and ask them to
•
Exercise 2
•
Exercise 4
•
Writing
False. They taught him about crime.
False. He became a pickpocket.
True.
False. Someone mugged him when he arrived in Las Vegas.
True.
True.
Speaking
•
ANSWERS
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
Review, Workbook pages 46–47
Unit 5 Tests, Tests and Resources Multi-ROM
do to keep themselves safe from crimes, such as mugging.
Explain that they are going to write a paragraph about this.
Point out that the questions can help them to focus their
thoughts, but that they can also include other ideas in their
paragraph, provided they are about keeping themselves safe.
Encourage them to make notes of their ideas.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
2.18 Audio script pT140
• Give students time to read the sentences.
• Ask them to write the numbers 1–6 in their notebooks.
• Play the recording for students to listen and decide if each
•
•
sentence is true or false. Then ask them to correct any false
ones in their notebooks.
With a weaker group, you may need to play the recording
more than once.
Check answers with the class.
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Creativity
Unit summary
•
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Verbs: environment: bury, destroy, dump, poison, pollute,
preserve, protect, recycle, reduce, reuse, save, throw away
Adjectives: technology: automatic, convenient, efficient,
fixed, heavy, high-quality, impractical, inconvenient, inefficient,
light, low-quality, manual, portable, practical, reliable, timeconsuming, time-saving, unreliable, useful, useless
Extra vocabulary (practised and tested in 2 and 3 star tasks
and texts)
accessory (n), belt (n), earring (n), handbag (n), necklace (n), ring (n)
goal (n), ice rink (n), pass (v), slide (v), spectator (n), trophy (n)
Word builder: ice hockey, ice rink, ice skates, spectator sports,
sports coach, sports trophy, summer sport
Learn it!: football pitch (n), hockey stick (n)
Grammar
The present simple passive
The past simple passive
Functional language
Talking about food (practised and tested in 1–3 star tasks
and tests)
How is it cooked?
It’s cooked on the grill / in the oven / in a pan.
What’s that made with?
What does it come with? / What is it served with?
It comes with … / It’s served with …
What has it got on / in it?
It’s got … on / in it.
That smells / looks / sounds / tastes …
I don’t like the smell / look / sound / taste of that!
I’m fond / not very fond of …
I’m keen / not very keen on …
… are favourites / is a favourite of mine.
I can’t resist …
Warm-up
Vocabulary
Aims
• Learn vocabulary about and discuss actions that impact on
the environment positively and negatively.
5 Develop social and civic competence.
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Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
Exercise 1
• With books closed, write on the board environmentally friendly
•
•
•
and elicit what it means. Brainstorm actions we can take to
protect and care for our environment. Write them on the board.
Ask students to look at the box and identify any ideas that
the class already thought of. Ask them to copy and complete
the table in their notebooks.
Check answers with the class and go through any unknown
vocabulary. Drill pronunciation of recycle /ri:ˈsaɪkl/ and
recyclable /ri:ˈsaɪkləbl/.
Encourage students to add any extra ideas to their table.
ANSWERS
Environmentally friendly Not environmentally friendly
preserve trees
protect fields
recycle electronic gadgets
reduce waste
reuse plastic bags
save water
bury recyclable rubbish
destroy forests
dump recyclable waste
poison fish
pollute rivers
throw away newspapers
Exercise 2
• Ask students to write a list quickly of the things they recycle,
reuse or save, or throw away.
• Conduct a class discussion on how environmentally friendly
students are or ask them to discuss this in small groups.
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 3
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 6
Episode 1: Waste in New York City
• Duration: 4.01 minutes
• Topic: The problem of waste in New York City.
• Task: Answer the interactive questions.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Culture note
The Freecycle Network is a non-profit organization that
oversees a worldwide network of over 5,000 ‘gifting’ groups,
which divert reusable goods from landfills.
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6.1 What are football shirts made
from?
Reading and Vocabulary
Aims
• Read and listen to an article about fashion and the
environment.
• Find specific information in the article.
• Learn vocabulary about jewellery, accessories and things
to wear.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
Reading extension
• A task to find expressions in the article to match definitions.
Exercise 3
• Draw attention to the highlighted words in the text. Ask
•
•
•
•
Warm-up
• Ask students to brainstorm different materials, e.g. plastic,
metal, wood, rubber, paper, etc. These words will come up in
the exercises in this unit.
•
Reading preparation
A task to pre-teach vocabulary from the article.
Exercise 1
$
2•19
• Focus students' attention on the photos and the title of the
•
•
•
article. Ask them to predict what the article is about.
Invite a student to read the instruction aloud.
Play the recording for students to read and listen to the article
and write a list of the different materials in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
very old clothes are reused to make new clothes
recycled wool is made into coats
old coats and boots are made into bags
old plastic bottles are made into T-shirts and football shirts
Unusual examples:
tyres are made into shoes and belts
newspapers are made into dresses
aluminium and glass are made into rings, earrings, necklaces
ring-pulls from drink cans and magazines are made into
handbags
students to write the numbers 1–6 in their notebooks.
Students match the words to the correct definition in their
notebooks.
Check answers with the class.
Check that they can all pronounce accessories /əkˈsesəri:z/.
You could also elicit that rings, earrings and necklaces are all
jewellery /dzu:əlri/ and check pronunciation.
You could test and extend their vocabulary here by asking
what materials these things are most commonly made out of
(silver, gold, precious stones, leather, suede, plastic, man-made
materials).
ANSWERS
1
2
3
4
5
6
rings
accessories
handbags
necklaces
belts
earrings
Vocabulary practice
• Interactive vocabulary task.
Optional activity
If students have access to the internet, ask them to search for
examples of clothing or accessories available in their country
which are made from recycled materials. They could work
individually or in small groups and present examples of what
they found to the class.
Further practice
Language summary, Student’s Book page 81
Vocabulary, Workbook page 48
Vocabulary reference, Workbook pages 106–107
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 2
• Explain that students need to read the article again and find
•
•
specific information in the text. When they find it, they should
write down the line number in their notebooks.
Give them time to scan the text thoroughly. Point out that
some information is not given in the text.
Check answers with the class.
ANSWERS
1
2
3
4
5
Information given in lines 8–10.
Information given in line 14.
Information not given.
Information given in lines 31–32.
Information not given.
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Grammar – The present simple passive
Aims
• Learn how to form the present simple passive.
• Complete sentences with the present simple passive.
• Rewrite phrases with the present simple passive with or
ANSWERS
1 Plastic bags are thrown away by a lot of people, …
2 Strong bags for life are sold by most supermarkets, …
3 Are the products made from recyclable materials?
Grammar practice
• 1–3 star tasks to practise the present simple passive. Also
without by.
7 Develop competence in linguistic communication.
•
available on the Tests and Resources Multi-ROM.
Culture note
Grammar animation
Presentation of the present simple passive in context.
Carbon footprint
Carbon dioxide is one of the main greenhouse gasses
contributing to global warming. Your carbon footprint is a
calculation of the amount of carbon dioxide you use. This
includes fuel used in providing food and goods you use, your
transport and leisure habits and how much you recycle. The
carbon footprint of an average UK household is around 10
tonnes. You can calculate and look for ways to reduce your
family’s carbon footprint here: http://www.carbonfootprint.
com/calculator.aspx.
Exercise 4
• Ask students to copy the table into their notebooks.
• With a weaker group, prompt them to find the sentences 1, 2
•
and 3 in the text and complete the table.
With a stronger group, ask them to try to complete the
sentences then check by finding the sentences in the text.
ANSWERS
1 are thrown away
2 aren’t sold
3 are; made
Exercise 5
Language in action
• With a weaker group, ask questions to check their
Aims
•
•
•
understanding before they complete the rules, e.g. In the
first passive sentence (in exercise 4), what is thrown? Which verb
is used before thrown? In the negative passive sentence, is old
clothes the object or the subject? Why isn’t there a word in red in
the passive question?
With a strong group, ask them to read the rules and complete
them with words from the box above.
Remind them all to write the full rules in their notebooks.
Check answers with the class.
ANSWERS
1 be, participle
2 subject, object 3 by
• Practise using the present simple passive to describe a process.
7
5
Exercise 8
• Elicit that the pictures show the steps in a process. Elicit what
•
•
Exercise 6
• Invite a student to read the instruction aloud.
• Ask students to write the answers in their notebooks.
• Check answers with the class. Tell them to look at sentences
•
1–5 and ask Do we know who performs the action? Elicit or
explain that the passive is useful when we want to show that
the action is the most important thing and the person who
does the action is less important, unknown or obvious.
Be especially careful with 2 and 4; students often make word
order mistakes in passive questions: What material sandals are
made from? instead of What material are sandals made from?
ANSWERS
1 are poisoned 2 are, made
4 is, buried 5 is preserved
3 aren’t dumped
Develop competence in linguistic communication.
Develop social and civic competence.
•
•
the end product is.
Ask students to read the instruction and example and to write
about the rest of the process in their notebooks.
Alternatively, give them two minutes’ thinking time. Ask
a student to start with a sentence for A. If the sentence is
correct, the student can choose a classmate to continue and
so on until E. (See suggested answers below.)
Ask what happens to the jumper next. Encourage them to
give environmentally-friendly suggestions.
Extension: Students could produce a description of another
process, for example, how is paper made.
SUGGESTED ANSWERS
Wool is taken from sheep.
The jumper is made from the wool. / The wool is made into
a jumper.
The jumper is delivered to the shop.
The jumper is bought by a customer.
The jumper is worn by the customer.
At the end, the jumper is recycled / taken to a charity shop /
returned to the store.
Exercise 7
Further practice
• Read through the instruction and the example with the class.
Language summary, Student’s Book page 81
Grammar, Workbook page 49
Grammar reference, Workbook pages 104–105
Grammar worksheets, Tests and Resources Multi-ROM
•
Then have students write the remaining passive sentences in
their notebooks.
Check answers with the class.
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6.2 Who were they invented for?
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Vocabulary and Listening
Listening preparation
Aims
• Read reviews about inventions.
• Learn adjectives to describe technology and inventions.
• Listen to a science lesson about two inventions and answer
• A task to practise describing good and bad inventions.
Exercise 3
questions about them.
• Listen for specific information.
•
7
6
•
Develop competence in linguistic communication.
Develop mathematical competence and basic
competences in science and technology.
Vocabulary presentation
• Interactive tasks to present the vocabulary with definitions
and audio.
•
•
ANSWERS
Exercise 4
coat hanger, escalator, wireless TV remote control.
Go through the words and check they know them, translating
if necessary.
Ask students to put these everyday things in the order which
they think they were invented in (earliest to latest).
Elicit their ideas and the reasons why they chose that order.
Then give them the answers.
Divide the class into pairs or small groups to discuss these
questions: Which of these inventions do you use the most? Why?
Which ones don’t you use very often? Why not?
ANSWERS
Exercise 1
• Focus students’ attention on the numbered options in the
texts. Point out that there are two different adjectives to
choose from for each one.
Ask students to write their answers in their notebooks.
Check answers with the class. Drill pronunciation of the
adjectives.
ANSWERS
1 useful 2 high-quality 3 convenient 4 practical 5 light
Exercise 2
• Invite a student to read the instruction aloud.
• Students write down the adjectives and their opposites.
• Elicit answers from the class and check pronunciation.
ANSWERS
fixed – portable
heavy – light
impractical – practical
inconvenient – convenient
inefficient – efficient
$
2•20 Audio script pT140
remember the words swipe and scroll from Unit 4.
Escalator 1897 Coat hanger 1903 Shopping trolley 1936
Automatic sliding door 1954 Wireless TV remote control 1955
•
•
about the inventions in reviews A and B.
Play the recording for students to listen, match the inventions
and write the names of the inventions in their notebooks.
Check answers with the class.
• Give students time to read the sentences. Check that they
• Tell students that this lesson focuses on inventions.
• Write on the board: shopping trolley, automatic sliding door,
•
2•20 Audio script pT140
1 B (Phone fingers) 2 A (Strap game)
Warm-up
•
$
• Tell students that they will listen to part of a science lesson
low-quality – high-quality
manual – automatic
reliable – unreliable
time-consuming – time-saving
useless – useful
• Play the recording for students to listen again and find the
•
•
mistakes in the sentences.
Check answers with the class.
You could then ask them to think of advantages and
disadvantages of these two inventions.
ANSWERS
1 The fingers are made of wool rubber.
2 You can swipe and scroll and still have a dirty nice, clean
screen.
3 The first lesson is that an invention should be convenient
and portable time-saving.
4 The Strap Game was created in France Sweden.
5 Passengers play computer games on the screen with both
hands one hand.
6 The screen also gives commuters up-to-date traffic and
business weather information.
7 The second lesson is that the cost should always be as high
low as possible.
Optional activity
Ask students to think of one thing they are really pleased
was invented – perhaps something they use every day.
They should say why it is such a great invention, using the
adjectives they have learned.
Alternatively, produce some items or pictures of them (e.g.
a PC, a laptop, a tablet, a mobile phone) and ask students to
compare them, using the adjectives from the lesson.
Conduct a class discussion.
Further practice
Language summary, Student’s Book page 81
Vocabulary, Workbook page 50
Vocabulary reference, Workbook pages 106–107
Vocabulary worksheets, Tests and Resources Multi-ROM
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Grammar – The past simple passive
$
2•21 Audio script pT141
• Play the recording for students to listen and check their
Aims
• Learn how to form and use the past simple passive.
• Complete sentences with the past simple passive.
• Rewrite sentences with the past simple passive with or
without by.
• Write questions and sentences with the past simple passive
and identify the invention.
7 Develop competence in linguistic communication.
•
Exercise 9
Grammar animation
Presentation of past simple passive in context.
Exercise 5
• Ask students to copy and complete the table in their notebooks.
• Check answers with the class.
answer to exercise 8.
ANSWER
Snowboard
Grammar practice
• 1–3 star tasks to practise the past simple passive. Also
available on the Tests and Resources Multi-ROM.
Language in action
Aims
• Make questions about the history of different inventions.
• Use the past simple passive in questions and answers.
7
6
ANSWERS
Develop competence in linguistic communication.
Develop mathematical competence and basic
competences in science and technology.
Develop sense of initiative and entrepreneurship.
1 were 2 wasn’t 3 were
4
Exercise 6
Exercise 10
• Ask students to complete the sentences in their notebooks.
• Check answers with the class, paying attention especially to
• Read the instruction and the examples aloud.
• Ask students to choose one of the inventions in the photos
the word order in the questions.
and write similar past simple passive questions about it.
• Students ask their questions to the class. Any student who
ANSWERS
1 weren’t made
2 were, eaten
3 wasn’t sold
4 was used
5 was invented
6 was, discovered
Exercise 7
• With books closed, write the first sentence on the board. Elicit
•
•
the same sentence rewritten in the past simple passive.
Ask students to rewrite sentences 1–5 in their notebooks.
Check answers with the class.
ANSWERS
1 That unreliable car was last driven by my brother.
2 A lot of high-quality electronic gadgets were bought last
December.
3 The expensive new sound equipment wasn’t broken
by Martin.
4 A lot of progress was made by the inventor and his team
last night.
5 Was all the work on the project done by Louise?
Exercise 8
• Ask students to read the dialogue first and then write the full
•
•
sentences or questions in their notebooks.
Nominate two students to act out the dialogue to check
answers as a class.
Elicit which invention Joe is describing.
ANSWERS
1
2
3
4
5
6
a simple form was used
Old pieces of wood were tied
The modern form wasn’t made
It was built
Who was it used by?
a new model was designed
T75
•
knows the answer can give it. (You could set them the task of
researching their invention for homework.)
Alternatively give them information as follows:
– Mouse: invented by American Douglas Engelbart to make it
easier to use a computer. Research started in 1963.
– Skateboard: invented in 1950s in California by surfers who
wanted to try surfing on land.
– Camera: invented in 1840 in New York by Alexander S.
Wolcott to take people’s portraits. Simple pinhole cameras
and the process of taking photos were invented earlier.
– Bicycle: invented in 1817 in Germany by Baron Karl von
Drais. He wanted to move around more quickly than
walking. The first bicycle had no pedals.
Culture note
Famous inventors and their inventions
Between 1936 and 1938, German inventor Konrad Zuse built
the first programmable computer.
French inventor Barthélemy Thimonnier invented the first
sewing machine in 1830.
In 1885, Karl Benz of Germany is considered to have invented
the first practical car, powered by an engine which didn’t run
on steam.
Dutch inventor Cornelius Drebbel invented the submarine
in 1620.
Further practice
Language summary, Student’s Book page 81
Grammar, Workbook page 51
Grammar reference, Workbook pages 104–105
Grammar worksheets, Tests and Resources Multi-ROM
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6.3 Around the world
Exercise 3
• Invite a student to read the instruction aloud. Go through
Reading and Vocabulary
Aims
•
•
•
•
Read and listen to an article about sports in Canada.
Learn vocabulary to do with sport.
Practise writing questions in the passive form.
Learn about compound nouns.
7 Develop competence in linguistic communication.
3 Develop competence in cultural awareness and expression.
Warm-up
• Write Canada on the board. Elicit anything students know
about Canada. You could share some of the facts from the
Culture note below.
Culture note
Canada
Canada is bigger than the USA. It’s the second biggest
country in the world.
Capital city: Ottowa. Other famous cities are Toronto, Montreal
and Vancouver.
Population: Approximately 33 million – much smaller than
the USA.
Languages: The main languages are English (around 57 per
cent of the population) and French (just over 23 per cent,
mostly in the province of Quebec).
•
Reading preparation.
A task to pre-teach vocabulary from the article.
Exercise 1
• As a warm-up, with books closed, draw two columns on
•
•
•
the board, labelled winter and summer, and ask students to
brainstorm sports which use a ball into these two columns.
Elicit ideas from the class.
Focus students' attention on the sports in the box. Are there
any they didn’t think of?
Ask students to answer the question. (The answers are in the
text and will be checked in exercise 2.)
Exercise 2
$
2•22
• Play the recording for students to read and listen to the article
to check their answers to exercise 1.
• Focus their attention on the photos. Ask them to write the
•
numbers in their notebooks and match the words 1–6 to the
labelled parts of the photos.
Check answers to both parts and practise pronunciation.
ANSWERS
basketball, baseball, ice hockey, lacrosse
1 B 2 E 3 F 4 A 5 D 6 C
•
•
•
the example with them. With a weaker group, do a second
example as a class if necessary.
Students write the passive questions in full in their notebooks.
Check answers with the class.
With a stronger group, encourage them to change questions
1–5 into the active form. This highlights the need to add an
agent as subject (people, players, they, the Canadians, etc.)
and that the focus of the question is not so much on the
action, e.g. 1 Where did people first play a baseball match?
ANSWERS
1
2
3
4
5
Where was the first baseball match played?
When was the first baseball match played?
Where is ice hockey played?
Where was lacrosse originally played?
What is the head of a lacrosse stick used for?
•
Reading extension
A short reading comprehension on an article about
splitboarding.
Express it!
• Draw students’ attention to the Express it! phrase and ask them
•
to find it in line 45 of the article. Ask them to say the same
thing in different words (try it!).
Ask students if they remember a time when they did
something new just to ‘give it a go!’ Did they hate it / enjoy
it / do it again / find it easy or difficult? Would they suggest
others also give it a go! Why / Why not?
Optional activity
Ask students to think of a beginning for each of these
sentences and write the complete sentences in their
notebooks. Check their sentences carefully.
– … so give it a go!
– … and I decided to give it a go!
– … because she told me to give it a go!
– … I didn’t really want to give it a go!
Culture note
National sports
Some other countries have very interesting national sports:
Afghanistan: Buzkashi involves teams of horse riders and the
aim is to drag a dead calf or goat toward a goal.
Latvia: Novuss is similar to billiards but the table is square
with pockets at each corner. It is played with circular discs like
hockey pucks rather than balls. Players knock the discs into
the corners using a stick like a billiard cue.
Bangladesh: Kabaddi is a sport, played in teams, which
involves wrestling. The aim of the game is for team members
to ‘raid’ the opposite team’s half of the field, wrestle
opponents and get back to their home half.
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Exercise 4
Listening
• Focus students’ attention on the highlighted words in the
•
•
article. Ask them to use the context to work out the meaning
of any unknown words. With a weaker group, make sure that
they know which are nouns and which are verbs.
Ask them to use the words to complete the text about curling
in their notebooks.
Ask them to check that they have used the words in the
correct form. Then check answers with the class.
ANSWERS
1 ice rink 2 slide
6 spectators
3 pass
4 goal 5 trophy
Vocabulary practice
• Interactive vocabulary task.
Research it!
• Read the Research it! box with the class.
• 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.
ANSWERS
Aims
• Listen to a talk about a sport and identify rules from the past
and the present.
5 Develop social and civic competence.
Exercise 8
Exercise 5 Learn it!
• Focus students’ attention on the Learn it! box. Invite a student
•
•
to read it aloud.
Ask students to translate the words.
Discuss the translations as a class.
Exercise 6
• Ask students to look at the text again to find compound
•
nouns. Read out the examples.
Elicit answers from the class.
ANSWERS
ice hockey, hockey sticks, lacrosse matches, lacrosse pitch,
football pitch, lacrosse stick
Exercise 7
for the missing information.
ANSWERS
1 football 2 nine
Exercise 9
•
•
ANSWERS
(order may vary)
1 ice skates 2 ice hockey 3 ice rink 4 spectator sports
5 summer sport 6 sports coach 7 sports trophy
•
Vocabulary practice
Interactive vocabulary task.
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$
3 run
4 fruit
2•23 Audio script pT141
• Explain that this time students will listen for what the rules are
•
•
today. Read the example sentence aloud.
Play the recording for students to listen and rewrite the rules
in exercise 8 to include the changes. Allow them time to
rewrite the rules.
Check answers with the class. Highlight the change from past
simple passive to present simple passive, if necessary.
ANSWERS
Today, basketball matches are played by two teams of
five players.
Today, two or three points are scored when the ball is thrown
through a hoop. Today a hoop is used, not a basket.
Language in action
Aims
• To write rules of a popular sport.
5
3
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Exercise 10
• Read the instruction aloud and set a time limit for students to
•
• Ask students to study the diagram. Explain that these words
are included in different compound nouns. Focus their
attention on the arrows and elicit that sometimes the word
comes first in the compound, sometimes second.
Set a time limit for them to copy the diagram into their
notebooks and complete it with the compound nouns.
Check answers with the class.
2•23 Audio script pT141
• Play the recording for students to listen and complete the rules.
• Check answers with the class.
Curling was first played in Scotland.
Word builder – Compound nouns
$
• Ask students to read the instruction.
• Ask them to copy the rules into their notebooks, leaving a gap
•
•
•
write their rules.
Elicit rules from the class. Praise good use of the passive form
and conduct a class discussion about which sports have the
most rules. Is it important to have a lot of rules?
Culture video: Canadian Sports
Duration: 3.15 minutes
Topic: Popular Canadian sports: ice hockey and baseball.
Video worksheets are available in the iPack Resources tab.
Focus on … PE
Go to page 128 for Curriculum extra: Sport rules.
Further practice
Reading, Workbook page 52
Word builder, Vocabulary reference, Workbook page 106
Curriculum extra worksheet Unit 6, Tests and Resources Multi-ROM
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6.4 Practical English
Exercise 3
$
2•25 Say it!
Listening and Vocabulary
• Focus students’ attention on the two different sounds.
• Model the sounds or use the recording to do this. Ask
Aims
• Emphasize that /ʃ/ can be a continuous sound as the tip of
students to repeat.
• Listen to a conversation in a restaurant for specific
information.
• Learn functional language for talking about food.
7 Develop competence in linguistic communication.
3 Develop competence in cultural awareness and expression.
Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
•
•
Warm-up
• Write on the board: The most delicious thing I’ve ever eaten
•
•
and The most disgusting thing I’ve ever eaten. Give students a
moment to think about their own experience, then divide the
class into small groups to talk about delicious and disgusting
food experiences.
Tell students they are going to listen to a conversation in a
burger restaurant. Ask them if they like burgers. Then ask them
to look at the photo of the burger on page 78 and decide
what they like or don’t like about it.
Ask them to look at the menu and find answers to these
questions: Are the burgers fried or grilled? (fried) Do you get
anything with your burger? (chips and salad).
Exercise 1
$
2•24 Audio script pT141
• Ask students to read the menu carefully. With a weaker group,
go through any unknown words.
• Play the recording for students to listen to the conversation
•
and write the names of the burgers they hear in their
notebooks.
Elicit answers from the class.
•
Culture note
Strange sounding dishes
There are a number of dishes around the world which have
strange sounding names. Some from the UK include:
Toad in the Hole – This is sausages baked in batter made
from eggs, milk and flour.
Black Pudding – This is definitely not a dessert! It is a kind of
sausage made from blood.
Bubble and Squeak – This is fried cooked cabbage and
potato. (These foods are typically left over from a traditional
Sunday roast dinner.)
Laver Bread – This Welsh dish is not bread at all but actually
seaweed, which can be cooked in a variety of ways.
Further Practice
ANSWERS
Classic, Chicken, Vegetarian, Australian
Exercise 2
•
the tongue does not touch the roof of the mouth – practise
making it last for a whole outward breath. Point out that /tʃ/ is
much shorter and this is because the tip of the tongue makes
contact with the roof of the mouth behind the teeth.
Play the recording again for students to have plenty of
practice.
Elicit other words which have these sounds or, with a weaker
group, ask students to sort the following words into the two
sounds: choose, shoes, cheap, sheep, wash, watch, fresh, shy,
show, chair.
Extension: Writing their own tongue twisters using these sounds
could be a fun extension. Set them a challenge of five words in
one sentence, e.g. She chooses Spanish cheese and chips.
There is a follow-up exercise for further practice on page 134.
$
Pronunciation, Student's Book page 134
2•24 Audio script pT141
• Invite a student to read the instruction aloud.
• Give students time to read the phrases.
• Play the recording for students to number the phrases in the
•
correct order in their notebooks. You may need to play the
recording more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
7
8
9
G
I
C
H
A
F
B
E
D
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Exercise 4
• Invite a confident student to read the example sentences and
•
•
rules in the Recycle box. Highlight that the infinitive form of
the verb follows used to and that the negative form of used to
is didn’t use to.
Ask students to think about how to complete the sentences
with the correct form of used to. With a weaker group, do the
first one as an example with the class.
Elicit answers from the class. Then ask them to write the
completed sentences in their notebooks.
Language in action
Aims
• Practise using functional phrases for talking about food.
5
4
3
Speaking preparation
• A task to match words in the Food World menu to their
definition.
ANSWERS
1
2
3
4
used to hate
didn’t use to cook
didn’t use to like
used to eat
Speaking
Aims
• Discuss how to prepare a Japanese and a Welsh burger.
• Talk about food preferences using functional language.
5
3
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Develop social and civic competence.
Develop sense of initiative and entrepreneurship.
Develop competence in cultural awareness and expression.
Exercise 7
• Focus students’ attention on the Food World menu. Ask them
•
•
•
•
what’s special about this restaurant (It has food from around
the globe.). Ask what dishes they can see in the photos. Check
pronunciation of raw and the meaning if necessary.
Ask if any of them have ever eaten any of these dishes.
Now focus their attention on the Functional language box.
Tell them they are going to have a conversation about the
different dishes using the functional language.
Divide the class into pairs to ask and answer questions as they
did in exercise 5 and then choose one dish. Set a time limit for
the conversations.
When they have finished, conduct a class discussion. Ask
some students about their choices.
Exercise 5
•
• Divide the class into pairs, A and B.
• Read the instruction aloud and refer students back to the
Exercise 8
•
•
menu on page 78. Student A should ask about the Japanese
burger and Student B should answer the questions. Then they
swap and do the same for the Welsh burger.
With a weaker group, ask them to write down the questions
they will ask in their notebooks (e.g. What is it made with? How
is it cooked? What has it got in it? What is it served with?). Then
elicit which questions have the present simple passive in
them.
Go round monitoring and giving assitance where necessary.
Correct any mistakes individually or in class feedback.
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 6
Episode 2: A sustainable restaurant
• Duration: 4.21 minutes
• Topic: Talking to a chef about sustainable dishes.
• Task: ‘Your turn’ – Talking about food.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Exercise 6
• Focus students’ attention on the Functional language box.
• Students read the instruction. Divide the class into pairs or
•
•
small groups to discuss the menu.
Go round monitoring and encouraging students to give
reasons for their choice.
Conduct class feedback. You could ask them: What burger do
you think I would choose? Which sauce would I choose?
T79
•
Dialogue practice
Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 106
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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6.5 Writing a report
Aims
• Read a model text about household appliances and identify
the main argument.
• Analyze the structure of the model text.
• Learn to use phrases for reports.
• Write a report about the positive and negative effects of
gadgets on the environment.
7 Develop competence in linguistic communication.
6 Develop mathematical competence and basic
competences in science and technology.
Develop
social and civic competence.
5
4 Develop sense of initiative and entrepreneurship.
ANSWERS
1
2
3
4
Language practice
• A matching task about phrases for reports.
Writing task
Writing preparation
• Interactive task to sort ideas into positive and negative effects
for report writing.
Exercise 4
• Tell students that they are going to write a report. Invite a
•
student to read the instruction aloud and ask another to
repeat the topic of the report.
Focus students' attention on the box and explain or elicit
that it contains useful information to include in the report.
Encourage them to think about other positive and negative
effects of electronic gadgets.
Go through the paragraph plan and make sure students
understand that they must structure their report in this way.
Ask students to write their reports. If they do this in class, go
round giving help and encouragement. Remind them to use
the phrases from the table.
For feedback, ask students to read each other’s reports and
find out whether they have included the same positive and
negative points or different ones.
Alternatively, some students could read their reports aloud.
•
Writing extension
A task to write a report on mobile phone use.
Model text
Exercise 1
•
• If necessary, teach the meaning and pronunciation of
•
•
•
household appliance. Elicit the names of the four appliances in
the photos.
Ask students to read sentences 1 and 2 carefully. With a
weaker group, elicit what is the same about these phrases
(household appliances damage the environment) and what is
different (1 time-consuming / 2 save people time).
Read out the instruction and set a time limit for students to
read the report.
Check answers with the class, encouraging them to refer to
the text in their answers, i.e. because it says … .
ANSWER
•
•
•
2
Look at language – Phrases for reports
Exercise 2
On the whole / In general / Generally speaking
The purpose of this report is / The aim of this report is
My information is taken from / My sources include
To sum up / In conclusion
Further practice
Writing, Workbook page 53
• Focus students' attention on the blue phrases in the text.
• Ask students to copy the table into their notebooks and
•
complete it with the blue phrases from the text.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
The aim of this report is
My sources include
In general
Generally speaking
To sum up
I would recommend that
Exercise 3
• Ask students to read sentences 1–4 and think about which
phrase might complete each one.
• Students write the full sentences in their notebooks. Point out
•
that there is more than one option for each sentence.
Check answers with the class.
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 6 game
Have some fun together while you revise with your class by
using the Walk the plank game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 6 Review, page 84
• Workbook:
– Unit 6 Review, pages 54–55
– Grammar and Vocabulary reference and practice, pages
104–107
• Tests and Resources Multi-ROM:
– Unit 6 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 6 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 6 Communication: Pairwork worksheet
– Unit 6 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks. Remind
students to also look back at Units 1–5.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Verbs:
environment and Adjectives: technology).
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Unit 6
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Group writing project: Read all
about it!
Aims
• Research and write different types of articles to create a class
newspaper.
• Practise editing skills in order to improve the accuracy and
quality of their writing.
2 Develop competence in learning to learn.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
3 Develop competence in cultural awareness and expression.
1 Develop digital competence.
Useful materials
–
–
–
–
–
–
–
notebooks
computer (and internet access)
digital camera
recording equipment (e.g. smartphone, digital voice recorder)
printer
sheets of paper
interactive whiteboard / screen
Warm-up
• Introduce the project aims yourself using the green box.
• Elicit the names of any British newspapers students may
•
Culture note
In the UK, national daily newspapers include The Sun, the Daily
Mirror, the Daily Express, the Daily Mail – these are often called
‘tabloid’ papers. Other daily newspapers are The Guardian, The
Independent and The Times which are known as ‘broadsheet’
newspapers and mainly focus on politics and national news.
In addition to national newspapers, there are more than 1000
local newspapers published around the UK, some distributed
for free, which are read by over 30 million people. These
feature regional news, what's on guides, job opportunities,
advertisements as well as local interest stories.
'Read all about it' is a shorter version of the phrase 'Extra!
Extra! Read all about it!' which was often used in the late
19th and early 20th centuries by newspaper sellers to refer to
evening editions of the newspapers which included breaking
news.
Useful vocabulary:
article: a piece of writing about a particular subject in a
newspaper or magazine
column: a part of a newspaper or magazine which appears
regularly and deals with a particular subject or is written by
a particular writer, or columnist
supplement: an extra separate section, often in the form of
a magazine, that is sold with a newspaper
know. You could share some of the information below or draw
comparisons with Spanish newspapers.
Encourage students to think of different sections in a
newspaper. Elicit their ideas and create a mind map of this
vocabulary on the board.
Project 2
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Task 1
Task 5
• Invite a student to read the instruction for task 1 aloud.
• Give students time to read all the articles and decide which
• Tell students that editing is a vital part of newspaper
type they are.
• Check answers with the class.
• Now focus students’ attention on the questions and ask them
•
to answer them in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
A
B
C
1
2
3
4
5
6
news report
interview
events guide
B
A
C
B
A
C
Task 2
• Divide the class into groups of three to four. You may wish to
•
•
appoint a ‘newspaper editor’ in each group to be in charge of
discussions.
Give students time to read the instruction and to organize
themselves.
Go round monitoring carefully and giving assistance to
any groups which are struggling, as this organizing stage is
important for a successful outcome of the task.
production. Editors are allowed to make any changes
they think will improve an article. They can also shorten or
lengthen articles so that they fit into the newspaper.
Remind them that they are a team of writers working
together so their editorial comments should be positive and
constructive!
Task 6
• Encourage students to finalize the presentation of their
•
newspapers, including images and photos.
They should now print out and show their newspaper to the
other students or tell them where they can find it online.
Task 7
• Analyzing the success of the project should be done within
the groups and as a class altogether.
• You can point out how they worked well or not so well
•
together. Offer positive criticism of the finished newspapers
and encourage the class to evaluate each other’s work.
Give students a few minutes to make some notes in their
notebooks of ideas they would like to use in a future article, as
well as any ways they think they could work better in a team.
See www.oup.es for useful website links.
Task 3
• This planning stage can be done in class time. Encourage
•
them to discuss their ideas in their groups, although they
will be researching / interviewing and writing individually.
Research and interviews will probably need to take place
outside the lesson as they are very time-consuming.
At the end of the lesson, make sure that all groups have
organized themselves well so that all students are clear about
what they need to do before the next lesson.
Task 4
• Now that students have the information they require, they
•
•
have reached the writing stage. Encourage them to plan
carefully before they start writing the articles.
Invite two students to read out the text in the Tip! box. Point
out that this will help them write clearly and accurately.
When they have finished writing, they need to check their
work. Ask them to read the Check! boxes.
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Project 2
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Review
Speaking
Reading
Exercise 4
• Ask students to read the instruction carefully. Check, if
necessary, that they know it’s about a meal they don’t like.
Exercise 1
• Ask students to read the title and first sentence in bold to
•
•
predict what the text will be about.
Encourage them to read through the text first, ignoring the
gaps, to get the gist of it. Then ask them to read it again and
choose the correct answer A, B, C or D, and write them in
their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
5
A
C
A
B
B
6
7
8
9
10
C
D
B
D
C
• With a weaker group, allow them one minute to look back
•
•
at the phrases in the Functional language box on page 79
for talking about food and make a note of them in their
notebooks.
Go round monitoring their conversations and giving
assistance where necessary.
For assessment purposes, this speaking review could be set
up before the Reading and Writing, so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Review, Workbook pages 54–55
Unit 6 Tests, Tests and Resources Multi-ROM
End-of-term 2 Tests, Tests and Resources Multi-ROM
Writing
Exercise 2
• Invite a student to read the instruction aloud.
• Ask students to work individually to brainstorm what young
•
people like them can do to be environmentally friendly.
Point out that the bullet points can help them to focus their
thoughts but that they may also include other ideas in their
tips, provided they are practical ideas to be environmentally
friendly. Encourage them to make notes of their ideas.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
2•26 Audio script pT141
• Give students time to read the Protect and Preserve your Planet
•
•
•
leaflet, and point out the gaps to complete.
Ask them to write the numbers 1–6 in their notebooks.
Play the recording for students listen and write down the
missing words. With a weaker group, you may need to play it
more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
is thrown away
is brought
are recycled
reuse
reduce
Save
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A big improvement
Unit summary
•
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Health and fitness: accuracy, balance, beat, compete,
coordination, draw, flexibility, improve, speed, stamina, strength,
take the lead
Jobs around the home: change the sheets, close the blinds, do
the washing, empty the bin, mop the floor, mow the lawn, set
the table, vacuum the carpet, wash the dishes, wipe the worktop
Extra vocabulary (practised and tested in 2 and 3 star tasks
and texts)
challenge (v), penalty (n), referee (n), score (v), tournament (n)
cutting-edge (adj), post (v), profile picture (n), share (v), status
update (n), upload (v)
Word builder: finding out, getting up, setting up, working
Learn it!: carpet, folder
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
Exercise 1
• Set students a time limit and ask them to brainstorm as many
sports as they can and write them in a list in their notebooks.
• Conduct class feedback and praise any interesting
•
•
suggestions / unusual sports. Check pronunciation and
spelling if necessary.
Focus students’ attention on the photos in the book.
Ask them to find the words for each of the sports and
sportspeople in the headlines. Check answers with the class.
Invite a student to read the questions aloud. Divide the class
into small groups to discuss them. Conduct class feedback.
Exercise 2
$
3•01 Audio script ppT141–142
• Invite students to write the numbers 1–7 in their notebooks.
Ask them to read the instruction.
Grammar
Will, be going to and the future continuous
Present simple and present continuous for future
arrangements
some-, any-, every-, no-
Functional language
Making travel arrangements (practised and tested in 1–3
star tasks and tests)
How do I get to … from … ?
How many stops is that?
How much is the fare?
Which platform does the train to … go from?
How often do the trains go to … ?
Can I get a ticket on the train?
Would you like a window or an aisle seat?
Has anyone interfered with your bags since you packed them?
Do you have any hand luggage?
• Play the recording for students to listen and match the
•
headlines and commentaries in their notebooks. You may
need to play the recording more than once.
Check answers with the class.
ANSWERS
1 F
2 B
3 A
4 G
5 E
6 C
7 D
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
Ask students to choose a type of sportsperson and write a
sentence to describe the most important abilities they need
for their sport (using the highlighted words in the headlines)
e.g. A footballer needs coordination, stamina and accuracy.
You could divide the class into pairs or small groups to
discuss their sentences and give opinions about them, e.g.
I don’t agree. A footballer needs speed most of all.
Exercise 3
Warm-up
• Play the video for students to watch and interact with.
Interactive video
Vocabulary
Aims
• Learn adjectives to describe fitness.
• Listen and match headlines to sports commentaries.
5
6
T85
Develop social and civic competence.
Develop mathematical competence and basic
competences in science and technology.
Round up: Unit 7
Episode 1: A football academy
• Duration: 4.31 minutes
• Topic: A tour of Oxford United Football Academy.
• Task: Answer the interactive question.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
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7.1 The robots will be ready!
Culture note
Robot competitions
There are many robot competitions around the world. The
most wide-ranging competition so far is the RoboGames
(started as ROBOlympics in 2004) in California, USA. Robots
compete in different events including football, sumo
wrestling, races, maze solving and combat. Most of the
robots are remotely controlled by their human creators. In
2013, there were over 700 robots from seventeen different
countries.
Reading and Vocabulary
Aims
• Read and listen to an article to find specific information.
• Complete sentences about the article.
• Learn vocabulary connected with sport as well as vocabulary
used in sport commentaries.
6 Develop mathematical competence and basic
competences in science and technology.
7 Develop competence in linguistic communication.
•
Optional activity
Ask individual students to re-read the comments underneath
the article aloud. Students should then work individually
to write a comment of their own in a similar style. Remind
students that they should only write one or two sentences to
give their opinion.
Reading preparation
A task to make predictions about the article.
Warm-up
• Ask students to look at the photo and say in what ways they
think the robots can be better than human players and also
what problems they may have.
Exercise 1
$
3•02
Reading extension
• A short reading comprehension about the Japanese robot
team and the RoboCup.
• Invite a student to read the instruction aloud.
• Elicit ideas before they listen – predicting ideas is a good skill
•
•
Further practice
Language summary, Student’s Book page 95
Vocabulary, Workbook page 56
Vocabulary reference, Workbook pages 110–111
Vocabulary worksheets, Tests and Resources Multi-ROM
to practise.
Play the recording for students to read and listen to the article
and make notes in their notebooks.
Check answers with the class.
SUGGESTED ANSWERS
They find it difficult to keep their balance when they’re
moving quickly. They also lack coordination when trying to
control the ball. Teamwork, decision-making and awareness
are also problems.
Exercise 2
• Focus students’ attention on the sentence beginnings.
• Then give them sufficient time to look back at the article, find
•
•
the answers and write them in their notebooks.
Check answers with the class.
Ask them their own opinions about robots playing sports. Are
there any sports which robots can play easily? Which sports
do they think robots will never play?
The following notes refer to material on Student’s Book page 87.
Exercise 3
• Draw attention to the highlighted words in the text.
• Students match the words to their definitions and write them
•
ANSWERS
1 improve 2 draw 3 compete
4 beat 5 take the lead
Exercise 4
• Ask students to use the nouns in the box to complete the
SUGGESTED ANSWERS
1 they aren’t robots.
2 in 2050 robots will be winning football matches against
humans.
3 better than the robot footballers at the moment.
4 make technical improvements to the robots.
5 the robots working in a team, making decisions and being
aware.
6 robots will be better than the best human footballers of
the future.
in their notebooks.
Check answers with the class.
•
sentences. Point out that sometimes they need to change
the form.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 referee
2 tournament
3 challenged
•
4 has scored
5 penalty
Vocabulary practice
Interactive vocabulary task.
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Grammar – will, be going to and the future
continuous
• Allow students to compare their answers in pairs before
Aims
•
•
•
•
•
•
Revise how to use will and be going to.
Complete sentences with will and be going to.
Learn how to use the future continuous.
Complete sentences with the future continuous.
Complete a text using verbs with will, be going to and the
future continuous.
7 Develop competence in linguistic communication.
6 Develop mathematical competence and basic
competences in science and technology.
ANSWERS
1
2
3
4
• Ask students to read the text quickly, ignoring the gaps, to get
context.
•
Exercise 5
•
• Invite a student to read the examples and rules in the Recycle
•
•
box aloud. Check understanding and elicit some further
examples from the class.
Read the instruction aloud and focus attention on the first
sentence. Ask students if it is a prediction or a future plan or
intention, and elicit the answer. Then have students write the
answers in their notebooks.
Check answers with the class. At this point, you should check
they can pronounce won’t /wəʊnt/ correctly (as it is often
confused with want /wɒnt/). Also, make sure that they do not
miss out the auxiliary verb be when they use be going to, and
that it is in the correct form.
ANSWERS
1 will improve
2 ’re going to show
3 Are, going to use
4 won’t compete
5 will score
6 aren’t going to finish
Exercise 6
•
•
•
ANSWERS
1 be
2 playing
3 won’t
4 be
5 wasting
6 Will
7 be
8 watching
Exercise 7
• Invite a student to read the instruction aloud and have
students write the answers in their notebooks.
T87
the gist of it. Then point out that in this exercise they have to
choose which future form to use: will, be going to or the future
continuous.
Students write the answers in their notebooks. With a weaker
group, students could work in pairs.
Check answers with the class.
Grammar practice
1–3 star tasks to practise will, be going to and the future
continuous. Also available on the Tests and Resources
Multi-ROM.
Language in action
Aims
• Practise using will, be going to and the future continuous.
• Write about a future sporting event.
7
6
Develop competence in linguistic communication.
Develop mathematical competence and basic
competences in science and technology.
Exercise 9
• Read out the instruction for the writing task.
• Brainstorm future sporting events, both international and
• Ask students to look back at the article on page 86 to find the
blue sentences which contain the future continuous forms. Ask
students to copy and complete the table in their notebooks.
Elicit and check their answers. Check that students understand
that we use the future continuous to talk about actions that
are in progress at a certain time in the future and that they
are unfinished.
Point out the time expressions in 2050 and in a few years’ time
in the example sentences from the article and highlight how
expressions such as these (as well as time expressions with at)
are often used with the future continuous.
will be competing / won’t be playing
Will you be watching
won’t be joining
will you be studying
Exercise 8
Grammar animation
• Presentation of will, be going to and the future continuous in
checking them with the class. Make sure students are forming
the tense correctly and not missing out the auxiliary verb be.
Invite different students to share their answers to question 4
with the class.
•
•
•
•
•
national. Include school sports events and any individual sports
competitions that students may be going to take part in.
Invite a student to read the example sentences aloud. Explain
that they don’t have to use these when they describe their
event but that they can help them to get started.
Give them time to choose a future sporting event and write
their paragraph in their notebooks.
Go round monitoring and checking their use of the future forms.
With a stronger group, ask them to write about more than one
sporting event.
Conduct class feedback and invite some students to read
their paragraphs aloud. With a stronger group, you could
encourage class discussion about the predictions.
Further practice
Language summary, Student’s Book page 95
Grammar, Workbook page 57
Grammar reference, Workbook pages 108–109
Grammar worksheets, Tests and Resources Multi-ROM
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7.2 Everything will be easier!
Vocabulary and Listening
Aims
Exercise 3
•
• Learn vocabulary about jobs around the home.
• Listen to a radio interview about jobs around the home in the
•
future and identify specific information.
7 Develop competence in linguistic communication.
6 Develop mathematical competence and basic
competences in science and technology.
•
Vocabulary presentation
• Interactive task to present the vocabulary with definitions
and audio.
Warm-up
• Ask students to look at the pictures and elicit which rooms /
parts of the home are shown.
• You could ask them what is the same and different if they
•
compare this home with their own.
Conduct a class discussion.
Exercise 1
• Ask students to match items A–J in the pictures to the
•
household jobs in the word box. Ask them to write the
answers in their notebooks.
Check answers with the class. Drill pronunciation of any
difficult words or ones where you notice they are not using
the correct word stress.
ANSWERS
A
B
C
D
E
mow the lawn
wipe the worktop
wash the dishes
set the table
mop the floor
F
G
H
I
J
change the sheets
close the blinds
empty the bin
vacuum the carpet
do the washing
$
3•03 Audio script pT142
• Ask students to copy the design notes into their notebooks,
leaving enough space to complete them in their own words.
Invite a student to read the first note and example answer
aloud.
Play the recording again for students to listen and complete
the notes. With a weaker group, play it again if necessary.
Check answers with the class.
SUGGESTED ANSWERS
1 tell the computer and the colour of the walls will change
2 if they’ve forgotten anything for school
3 light hits them
Optional activity
Ask students to think about how we will do these other
jobs in the future. (They can use ideas from the recording.)
– Empty the bin
– Mow the lawn
– Set the table
– Vacuum the carpet
– Wipe the worktop
Conduct a class discussion.
Then divide the class into small groups to discuss which
people in their family do each of the household chores
they have learned in this lesson. You could find the most
helpful / unhelpful student in the class!
Language summary, Student’s Book page 95
Vocabulary, Workbook page 58
Vocabulary reference, Workbook pages 110–111
Vocabulary worksheets, Tests and Resources Multi-ROM
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Listening preparation
• A task to check understanding and the meaning of vocabulary
in the audio.
Exercise 2
$
3•03 Audio script pT142
• Focus students’ attention on the beginnings and endings in
the lists. Go through any unknown words.
• Play the recording for students to listen and match 1–4 to A–D
•
•
in their notebooks.
With a stronger group, ask them to remember (from the
listening preparation task) how these jobs will be done.
Check answers with the class.
ANSWERS
1 C
2 B
3 A
4 D
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ANSWERS
Exercise 4 Learn it!
• Write carpet on the board. Explain that the word carpet is a
•
•
false friend because it looks like a Spanish word but has a
different meaning.
Ask students to read the Learn it! box and translate the
sentences into their own language in their notebooks.
Discuss the translations as a class.
1 anything
2 something
3 anywhere
4 No one / Nobody
5 everything
Grammar practice
• 1–3 star tasks to practise the past simple and past continuous.
Also available on the Tests and Resources Multi-ROM.
Grammar – some-, any-, no-, every-
Language in action
Aims
Aims
• Learn how to use some-, any-, no-, every-.
• Complete a questionnaire with the correct option.
• Complete a dialogue with some-, any-, no-, every-.
• Use the questionnaire to ask classmates questions using
7
•
Develop competence in linguistic communication.
Grammar animation
Presentation of some-, any-, no-, every- in context.
• Ask students to read the example sentences and explain that
•
•
Exercise 8
• Divide the class into groups or conduct the exercise as a class
Exercise 5
•
some-, any-, no-, every-.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
the grammar point is about the underlined words.
Explain that they should read the rules and decide which
underlined word fits each rule.
Check answers with the class. Then make sure they copy the
completed rules into their notebooks.
If necessary, go round and check that they are writing the
rules correctly.
mingle.
• Ask students to make up questions based on the Find
•
ANSWERS
1 anything
2 anywhere
3 someone
4 everything
5 no one
Exercise 6
•
• Explain that this is a questionnaire and ask students to read
the sentences.
• Ask them to choose the correct multiple-choice answer for
•
each sentence and write them in their notebooks.
Check answers with the class. Tell them they will get a chance
to ask and answer the questionnaire later.
ANSWERS
1 C
2 B 3 D
4 B
5 C
6 A
Exercise 7
•
•
someone who … questionnaire in exercise 6. Invite a student
to read the example question aloud.
With a weaker group, ask them to write down the questions
in advance:
– Do you do anything to help at home?
– Are you so tired (that) you can’t speak to anyone before
breakfast?
– Do you have enough space to keep everything in your room?
– Have you done anything dangerous recently?
– Do you like everything on the menu in your favourite
restaurant?
Explain that when they find someone who answers ‘yes’ to
their question, they should ask follow-up questions to get
more information. Ask them to make a note of the person’s
name and the information in their notebooks.
Monitor carefully, and set a time limit if necessary.
Conduct class feedback.
Further practice
Language summary, Student’s Book page 95
Grammar, Workbook page 59
Grammar reference, Workbook pages 108–109
Grammar worksheets, Tests and Resources Multi-ROM
• Point out that there are two conversations here. Ask students
•
•
•
to read through them first, ignoring the gaps, to get the gist
of them.
Then ask them to complete the gaps and write their answers
in their notebooks.
Nominate students to act out the conversations clearly and
loudly so that the class can check their answers.
With a weaker group, or if necessary, refer students back to
the rules and elicit what the answer should be and why.
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7.3 Around the world
Listening, Reading and Vocabulary
Exercise 3
• Give students time to read the sentences.
• Explain that they need to read the text again and decide
Aims
• Read and listen to an article about social networking in India
and identify the correct title for the article.
• Identify true and false sentences in the article and correct the
false ones.
• Learn vocabulary about social networking.
• Learn how to use -ing forms as a subject.
3 Develop competence in cultural awareness and expression.
1 Develop digital competence.
7 Develop competence in linguistic communication.
Warm-up
• Write India on the board. With books closed, ask the following
•
questions:
– Do you know whether India is a big or small country?
Is it bigger than Spain?
– Is the population large or small?
– What language is spoken in India?
– Do you know what the main industries are in India?
Ask them to open their books and read the sentences in
exercise 1. Have a class discussion.
Exercise 1
$
•
•
•
ANSWERS
1 False. Many people use social networking sites to keep in
touch with friends and to find out what’s happening on
the entertainment scene.
2 Not in the text.
3 True.
4 True.
5 False. The information is also passed on to farmers in rural
areas at organized meetings.
Reading extension
• A task to match sentence beginnings and endings about
the article.
Culture note
3•04 Audio script pT142
Social networking sites
Facebook is the most famous social networking site in the
world. It was set up in 2006 by American Mark Zuckerberg. It
has around 350 million users worldwide. In 2010, a film was
made about it: The Social Network.
Other popular sites are Twitter, Google Plus and Instagram. In
Europe, Netlog and Tuenti are two of the most popular sites.
• Play the recording for students to listen and complete the
•
sentences in their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
1.2
China
22
Agriculture
•
Reading preparation
A task to pre-teach vocabulary from the article.
Exercise 2
$
3•05
• Focus students’ attention on the three possible titles for the
article.
• Play the recording for students to read and listen to the article
•
and decide which title is the best.
Check answer with the class.
ANSWER
whether the sentences are true, false or if the information is
not in the text.
Ask them to write their answers, including corrections for any
false sentences, in their notebooks.
Check answers with the class.
Then ask students some questions to find out their reactions
to the article, e.g. Do you think social networking for the farmers
in India is a good idea? (Why do they need it?) Would it be useful
for other groups of workers? Can you think of any other kinds of
workers who might need it?
Research it!
• Read the Research it! box with the class.
• 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.
ANSWERS
Bangalore is often called the silicon valley of India.
Further practice
Reading, Workbook page 60
B Networking to feed the nation
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Exercise 4
Exercise 7
• Focus students’ attention on the highlighted words in the
• Invite a student to read the instruction aloud.
• Read the example to the class, pointing out that the verb has
•
•
•
article. Go through meanings if necessary. You could elicit
whether each word is a noun, verb or adjective, too.
With a stronger group, let them try completing the gaps first
and check meanings when they have finished.
Ask students to read the sentences and decide which of the
highlighted words can be used to replace the words in italics.
Remind them that they have to use the correct form of the
words. Ask them to write the sentences in full in their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
cutting-edge
profile picture
upload
post
share
a status update / status updates
•
Vocabulary practice
Interactive vocabulary task.
$
3•06 Say it!
• Focus students’ attention on the two different sounds.
• Model the sounds or use the recording to do this. Ask
•
•
•
ANSWERS
1
2
3
4
5
Working in information technology is attractive.
Setting up the class blog was really easy.
Finding out what your friends are doing is cool.
Sharing useful tips is a good idea.
Posting comments on your friends’ photos is fun.
•
Vocabulary practice
Interactive vocabulary task.
Language in action
Aims
Exercise 5
•
•
•
students to repeat.
Emphasize that when you make the sound /əʊ/ there is a
movement of the lips from one sound to another, whereas in
/ɒ/ the lips stay in one place. Model this if possible. You could
also elicit that /ɒ/ is a very short sound.
Play the recording again for students to have plenty of practice.
Extension: Students work in pairs to find other words
containing the sound /əʊ/. You could write the words on the
board and look for spelling patterns together (mobile phone,
loan, explode, show, broken, ago, ghost, boat, though).
There is a follow-up exercise for further practice on page 134.
Word builder – -ing forms as a subject
• Talk about social networking sites.
1
5
3
• Ask students to read the four verbs in the box. If necessary,
•
elicit any spelling changes which occur in these when we add
-ing (double t).
Refer students back to the article to find sentences where the
-ing forms of the verbs are used as the subject, and ask them
to write the line numbers in their notebooks. With a weaker
group, do one together as an example.
Check answers with the class.
Develop digital competence.
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Exercise 8
• Divide the class into pairs or small groups. Invite three
•
students to read the instruction and examples aloud.
Check that all students understand the task, and set a time
limit for their discussions.
If they have difficulty thinking of something to say, write one
of these ideas on the board and ask them to discuss it:
Everyone can read everything.
Social network sites are a waste of time.
People tell lies on social network sites.
Conduct class feedback.
•
•
•
Culture video: Delhi
Duration: 3.44 minutes
Topic: Delhi – a rapidly-growing city
Video worksheets are available in the iPack Resources tab.
•
•
Exercise 6
•
been changed to the -ing form and brought to the start of
the sentence. Also highlight that the it which started the first
sentence is no longer needed.
Ask students to write the full sentences in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
Further practice
Pronunciation, Student’s Book page 134
Reading, Workbook page 60
Word builder, Vocabulary reference, Workbook page 110
ANSWERS
Finding out what’s happening on the entertainment scene is
also at the top of their priority list. (lines 9–12)
Getting up early 365 days a year is also hard. (lines 19–20)
Setting up social network sites for specific groups of people is
quite common, … (lines 24–26)
Working on a farm will always be difficult, … (lines 37–38)
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7.4 Practical English
Reading, Listening and Vocabulary
Aims
• Read adverts about volunteer expeditions and discuss
preferences.
• Listen to conversations about expeditions and travel for
specific information.
• Learn functional language for making travel arrangements.
• Learn how to use present simple and present continuous for
future arrangements.
• Complete a text about weekend plans with the present
simple and present continuous.
3 Develop competence in cultural awareness and expression.
5 Develop social and civic competence.
7 Develop competence in linguistic communication.
• Play the recording again for students to listen and write
•
numbers of the questions next to the speakers in their
notebooks.
Check answers with the class.
ANSWERS
Traveller: 1, 2, 3, 4, 5, 6
Check-in assistant: 7, 8, 9
Exercise 4
• Ask students to write 1–9 vertically in their notebooks. These
•
•
are the numbers of the questions in the Functional language
box on page 93.
Ask them to match one answer A–I to each of the questions.
Check answers with the class. It’s best to do this as an
exchange – one student reads a functional question and
another student says the correct response.
ANSWERS
A 4
B 7
C 5
Warm-up
• If possible, show students the photos A–C before they open
•
their books and ask them to identify the travel destinations
just by looking at the photos. Tell them that they have to give
instant answers.
Then they can open their books and read the titles to check
their answers.
Exercise 2
$
•
•
expedition the girl chose. Ask them to write expedition A, B or
C in their notebooks as well as the different forms of transport
she uses.
Play the recording again, if necessary.
Check answers with the class.
H 2
I 6
Exercise 5
• Focus students’ attention on the examples and the rule in the
•
•
3•07 Audio script ppT142–143
• Invite a student to read the instruction aloud.
• Play the recording for students to listen and find out which
G 1
Language point
Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
F 9
Vocabulary practice
• Ask students to read the information more carefully and
•
•
E 8
• Interactive vocabulary task.
Exercise 1
choose which expedition they would prefer.
Elicit some responses from the class, with their reasons.
Check any unknown vocabulary.
D 3
Language point. Give extra example sentences if necessary,
e.g. What time does the bell ring this afternoon for the end
of school? (present simple timetable future) Are you going
straight home after lessons? (present continuous about fixed
future plans).
Students read the instruction and complete the gaps in their
notebooks. Point out that there are two extra verbs that they
don’t need.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
’re taking
leaves
arrives
’re driving
Grammar practice
• Interactive task to practise the present simple and present
continuous for future arrangements.
ANSWERS
The girl has chosen the volunteer expedition in Jaipur, India.
She takes the underground, a plane, a taxi and a train.
Exercise 3
$
3•07 Audio script ppT142–143
• Read the instructions to the class. Ask students to write
•
•
Traveller and Check-in assistant in their notebooks.
Focus students’ attention on the questions in the Functional
language box on page 93.
With a stronger group, ask them to decide whether the
traveller or the check-in assistant asks each question. Then
they can listen and check their answers.
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4 How many stops is that?
5 How often do the trains go to Brisbane?
Reading
Aims
• Read and answer questions about travel instructions and a
Language in action
train timetable.
7 Develop competence in linguistic communication.
Aims
• Practise using the functional language for making travel
Exercise 6
• Focus students’ attention on the travel instructions and
•
•
train times.
Ask them to read the questions and use the information to find
the answers.
Elicit answers from the class.
ANSWERS
1
2
3
4
Platform 12
every 15 minutes
yes
the 12.05 train for flights to Cape Town
the 11.20 train for flights to Brisbane
Speaking and Listening
Aims
• Role play a conversation at an airport check-in using the
functional language for making travel arrangements.
• Listen and write down dictated sentences.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
7 Develop competence in linguistic communication.
• Divide the class into pairs. Half the class are the check-in
•
•
•
•
assistants and the other half are the travellers. Ask them to
read the instructions.
Tell the travellers they can choose between flying to Cape
Town or Brisbane.
Focus their attention on questions 7, 8 and 9 in the Functional
language box.
Encourage students to do the role play at the check-in desk.
Go round monitoring as they do the role play. You could ask
fast finishers to swap roles and do the role play again.
Conduct class feedback.
Exercise 8
$
3•08
• DICTATION. Tell students that you are going to play a
•
•
recording and they should write down exactly what they hear.
Play the recording, pausing where necessary.
Check answers with the class and drill the pronunciation of
the sentences.
ANSWERS
1 Excuse me, how do I get to Cape Town city centre from the
airport?
2 How long does it take to get to Brisbane city centre by taxi?
3 How much is the train fare to Cape Town?
T93
•
Speaking preparation
A task to complete a dialogue.
Exercise 9
• Students work in the same pairs as in exercise 7.
• Tell the travellers that they have reached their airport and now
•
•
•
•
need to find information about other means of transport. The
check-in assistants are now information assistants at Brisbane
and Cape Town International Airports.
Invite two students to read the example sentences aloud in
order to show how they could start their conversation.
Draw their attention to the questions in the Functional
language box and encourage students to use them.
Go round monitoring and giving assistance. Note any errors or
problems.
Conduct class feedback. Find out whether any travellers had
any difficulties.
Exercise 10
Exercise 7
•
arrangements.
Develop sense of initiative and entrepreneurship.
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
4
3
7
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 7
Episode 2: A train journey to Wembley
• Duration: 3.24 minutes
• Topic: Buying tickets at the station.
• Task: ‘Your turn’ – making travel arrangements.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Dialogue practice
• Students can work in pairs or small groups to practise the
conversation.
Focus on … Geography
Go to page 129 for Curriculum extra: Travel.
Further practice
Functional language, Vocabulary reference, Workbook page 110
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
Curriculum extra Worksheet Unit 7, Tests and Resources Multi-ROM
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7.5 Writing a blog entry
• Students write their sentences individually in their notebooks.
• Allow students to compare their answers in pairs before
Aims
•
•
•
•
Read a model text about future plans.
Learn to use time expressions.
Analyze the structure of the model text.
Write a blog entry.
7 Develop competence in linguistic communication.
3 Develop competence in cultural awareness and expression.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
Model text
checking them with the class.
• Point out that the two parts of each clause can be swapped,
with no change in meaning or grammar. However, when the
first clause of the sentence begins with a time clause, it has
a comma before the second clause. When the clauses are
swapped, they don’t have a comma separating the clauses.
ANSWERS
1
2
3
4
Exercise 1
• Ask students how they would describe what a blog is. What
•
•
•
sort of people write them? What do they write them for?
What information do they contain? Students could share any
experience they have of writing blogs or talk about which
blogs they read.
Focus students’ attention on the three points in exercise 1.
Then ask them to read the blog entry and choose the best
option, writing this in their notebooks.
Check answers with the class.
ANSWER
•
As soon as I get home, I’ll text my friends.
When we arrive in London, we’ll have lunch.
By the time I’m 16, I’ll have a moped.
The next time my sister asks for help with her homework,
I’ll say yes.
Language practice
Interactive task to make sentences with time expressions.
Writing task
•
Writing preparation
Interactive task to sort resolutions and solutions into topics
about improving your life.
Exercise 4
• Explain that students are going to write a blog entry. Invite a
student to read the instruction aloud.
1 an informal
2 has
3 problems and solutions
• Tell them that they can use ideas from the writing preparation
Look at language – as soon as, by the time,
the next time and when
•
Exercise 2
• Explain that the rule for using all four of these time
•
•
•
expressions is the same.
Ask them to find sentences containing these phrases and
work out the rule.
Check answers from the class. Elicit sentences to illustrate
the rule.
Ask students to copy the completed rule into their notebooks.
ANSWERS
When my mum asks me to help around the house, I won’t
complain or make an excuse.
The next time she asks me to set the table or mop the floor,
I’ll do it straightaway.
As soon as I finish my homework, I’ll go to the gym.
By the time the next season starts, I’ll be stronger, fitter and
faster …
tense: present simple
•
•
•
•
•
•
or any other ideas they have about things they would like to
improve. Remind them they only have to choose two of the
topic areas.
Go through the paragraph plan and make sure students
understand that they must structure their blog in this way.
Encourage stronger students to include some of the time
expressions from the language practice in exercises 2 and 3.
Ask students to write their blogs. If they do this in class, go
round giving help and encouragement.
For feedback, students who chose the same topics could
swap blogs and read each other’s, discussing any similarities
and differences.
A stronger class could also study the grammar and find one
correct sentence and perhaps one where they think there is a
mistake. Conduct class feedback.
Alternatively, with a class who get on well, read out some
blogs for the class to guess who wrote them.
Writing extension
Write a different blog, using ideas from the other two topics.
Further practice
Writing, Workbook page 61
Exercise 3
• Invite a student to read the instruction aloud.
• Read the example with the class and point out the use of the
present tense: by the time I get up (not by the time I will get up).
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 7 game
Have some fun together while you revise with your class by
using the Lucky wheel game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 7 Review, page 96
• Workbook:
– Unit 7 Review, pages 62–63
– Grammar and Vocabulary reference and practice, pages
108–111
• Tests and Resources Multi-ROM:
– Unit 7 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 7 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 7 Communication: Pairwork worksheet
– Unit 7 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks.
Remind students to also look back at Units 1–6.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Health
and fitness and Jobs around the home).
T95
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Review
Speaking
Reading
Exercise 4
• Ask students to read the three travel situations.
• With a weaker group, allow them one minute to look back
Exercise 1
• Ask students to look at the photo and read the title to predict
what the text will be about.
• Ask them to read the instructions and the statements 1–6. Ask
•
•
them to write the numbers 1–6 in their notebooks.
Now ask students to read the text and write the correct
paragraph A, B or C for each statement.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
C
A
C
B
C
B
•
•
•
•
at the phrases in the Functional language box on page 93
for making travel arrangements and make a note of them in
their notebooks.
Focus their attention on the example sentence to help them
start their conversations. Point out that they can make up any
information about times, etc.
Go round monitoring their conversations.
You may wish to mix the pairs so that they all have an
opportunity to perform both roles.
For assessment purposes, this speaking review could be set
up before the Reading and Writing, so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Review, Workbook pages 62–63
Unit 7 Tests, Tests and Resources Multi-ROM
Writing
Exercise 2
• Encourage students to brainstorm what jobs they can or
•
•
should do around the home.
Point out that the questions can help them to focus their
thoughts. Encourage them to make notes of their ideas.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
3•09 Audio script pT143
• Give students time to read the sentences.
• Ask them to write the numbers 1–6 in their notebooks.
• Play the recording for students to listen to the conversation
•
•
and complete the sentences, writing the missing words or
phrases in their notebooks.
With a weaker group, you may need to play the recording
more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
empties their bins
set a table
washed the dishes; wiped the worktop
Nobody
mows the lawn
won’t
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Living together
Unit summary
•
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Adjectives: personalities: charming, competitive, generous,
jealous, lazy, loyal, proud, selfish, sensible, sensitive, strong,
stubborn, talkative, thoughtful, unpredictable, vain
Phrasal verbs: relationships: fall out, get on with, look up to,
make up, pick on, put up with, tell off, turn to
Extra vocabulary (practised and tested in 2 and 3 star tasks
and tests)
abandoned (adj), cub (n), endangered (adj), furry (adj), handler (n),
rescue (v)
battle (n), independence (n), intimidate (v), peace (n), rule (v),
violence (n)
Word builder: difference, diversity, happiness, independence,
sadness, tolerance, violence
Learn it!: assist (v), attend (v)
Grammar
The first conditional: If + present simple = will + infinitive
The second conditional: If + past simple = would +
infinitive
will for promises
Functional language
Apologizing (practised and tested in 1–3 star tasks and tests)
I apologize for …
I’m so sorry.
I’m really sorry about …
Sorry, it was all my fault.
I’ll do better next time.
It won’t happen again.
Next time I’ll remember to … (+ infinitive)
That’s all right.
Never mind.
Don’t worry about it.
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
Exercise 1
• With books closed, elicit anything students know about the
•
•
•
Chinese zodiac. Then, with the text covered, elicit the word
for each animal.
They can check their answers by reading the text.
Ask them to read about each animal, decide which one
reflects their personality best, and discuss this in small
groups.
Conduct class feedback. Invite some students to say which
animal they think they are and explain why.
Exercise 2
$
3•10 Audio script pT143
• Play the recording for students to listen and check which animal
year they were born in.
• Conduct class feedback. Do they think their birth animal
•
•
reflects their personality? Why / Why not?
Drill pronunciation of any of the adjectives if necessary.
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
Ask students to choose three or four personality adjectives
to describe their best friend or a member of their family.
Encourage them to tell their classmates about their chosen
person, giving reasons for their choices of adjectives, e.g. My
older sister is quite generous. She often lends me her clothes.
Culture note
Chinese New Year is celebrated in February. The festival
lasts for fifteen days and involves family gatherings, rituals to
honour the eldest family members and ancestors, lighting of
lanterns, special food, fireworks and processions. Each year is
represented by a different animal.
Exercise 3
Warm-up
• Play the video for students to watch and interact with.
Interactive video
Vocabulary
Aims
• Learn personality adjectives.
3
7
T97
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
Round up: Unit 8
Episode 1: Important relations
• Duration: 3.55 minutes
• Topic: Talking about the important people in your life.
• Task: Answer the interactive questions.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Unit 8
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8.1 What will happen if … ?
Reading and Vocabulary
Aims
• Read and listen to an article and find specific information.
• Learn vocabulary about animal rescue.
6
7
Develop mathematical competence and basic
competences in science and technology.
Develop competence in linguistic communication.
Reading preparation
• A task to introduce students to the topic and make
predictions about the article.
Warm-up
• Ask them to look at the photos. What animals do they see?
• Check that they know the words gorilla, orangutan and the
word for a baby cat – kitten.
Exercise 1
$
3•11
• Invite a student to read the instruction aloud.
• Play the recording for students to read and listen to the article.
Ask them to write their answers in their notebooks.
• Check answers with the class.
Optional activity
There are many more examples of different species of
animals that develop a friendship or family relationship
with each other. If students have access to the internet
and enjoyed the topic of unusual animal friendships in the
reading text, you could read out the extra examples below
and ask them to search online for others. They could write a
summary of their research, describing the kind of relationship
the animals have (e.g. friendship / family), or present it to
the class.
Unusual friendships often happen between animals in captivity,
where these relationships help relieve stress and loneliness,
particularly if the animals have been treated badly. A common
reason for forming an unusual family relationship is the
maternal instinct of one animal to look after another.
An example of the maternal instinct in action is a friendship
between a dog, Kate, and a deer, Pippin, in Vancouver Island,
Canada. As a baby, Pippin was abandoned by her mother in the
woods next to the house where Kate and her owner lived. Pippin
was put in Kate’s bed and Kate immediately started looking after
her. As Pippin grew older, she became more independent, but still
spent a lot of time playing and resting with Kate. Now Pippin is
an adult, with babies of her own, she lives with other deer in the
woods but she stills visits Kate regularly.
ANSWERS
1 C
2 D
3 B
Express it!
• Draw students’ attention to the Express it! phrase and ask them
•
to find it in the article (line 15). Ask them What will orangutans
usually do if they see other animals? This will elicit the meaning
of the phrase they won’t hang around (it is not a good idea to
stay in or near that place / they will run away).
Highlight that, although it contains the word hang and in this
text it’s about an orangutan, it doesn’t literally mean to hang
down from something. It is used to describe humans, too! For
example: If you don’t provide some food and drink at a party,
the guests won’t hang around.
Further practice
Language summary, Student’s Book page 107
Vocabulary, Workbook page 64
Vocabulary reference, Workbook pages 114–115
Vocabulary worksheets, Tests and Resources Multi-ROM
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ANSWERS
Exercise 2
• Ask students to write the numbers 1–7 in their notebooks.
• Give them time to read the sentences. Ask them to read the
•
article again and write the names of the animals.
Check answers with the class.
ANSWERS
1 Koko 2 Suryia and Roscoe 3 Leo, Baloo and Shere Khan
4 Roscoe 5 Leo 6 Suryia and Roscoe
7 Leo, Baloo and Shere Khan
Reading extension
• A task to complete sentences about the article.
4 she’ll 5 well
6 won’t
Optional activity
To drill the difference in pairs of words like this, write two
columns on the board and label them A and B. Write He’ll in
column A and hill in column B. Call out A or B for the class to
say the word in that column.
Exercise 7
• Ask students to write the full sentences in their notebooks. If
necessary, encourage them to refer back to exercise 4.
checking with the class.
• Draw attention to the highlighted words in the text. With a
weaker group, go through the meanings and pronunciation.
Students use the words to answer the questions in their
notebooks. Encourage them to use a dictionary if necessary.
ANSWERS
1 will happen, buy 2 ’ll go, don’t have 3 don’t go, won’t see
4 will we do, damages 5 get, ’ll call
Exercise 8
ANSWERS
1 furry 2 abandoned
6 handlers
•
3 hill
• Allow students to compare their answers in pairs before
Exercise 3
•
1 I’ll 2 you all
3 cubs
4 endangered 5 rescue
Vocabulary practice
Interactive vocabulary task.
• Ask students to write the numbers 1–9 in their notebooks.
• This time they are forming first conditionals as part of
a dialogue. Ask them to read it through before starting.
• Check answers with the class.
ANSWERS
Grammar – The first conditional
1 phone 2 ’ll hear 3 work 4 ’ll get 5 read
6 won’t learn 7 are 8 ’ll like 9 won’t be
Aims
• Learn how to form and use the first conditional: If + present
simple = will + infinitive.
7 Develop competence in linguistic communication.
Grammar animation
• Presentation of the first conditional in context.
Exercise 4
•
•
•
•
Ask students to read the sentences as you read them aloud.
Ask them to read and complete the rules.
Check answers with the class.
Ask students to copy the rules into their notebooks.
ANSWERS
1 present tense 2 will
Exercise 5
$
3•12 Say it!
• Focus students’ attention on the Say it! box and point out that
•
•
the pronunciation focus is on contractions. Remind students
that contractions are very important to make their English
sound natural and to be able to speak quickly.
Play the recording for students to repeat the contractions.
There are follow-up exercises for further practice on page 134.
Exercise 6
$
3•13
• Invite a student to read the instruction aloud.
• Students listen and write the answers in their notebooks.
• Check answers with the class.
T99
Grammar practice
• 1–3 star tasks to practise the first conditional. Also available on
the Tests and Resources Multi-ROM.
Language in action
Aims
• Practise using the first conditional.
• Practise using personality adjectives.
3
7
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
Exercise 9
• Encourage students to think of their three favourite celebrities
and write their names in their notebooks.
• Read the instruction and the example sentence to the class.
• Divide the class into pairs or small groups. Set a time limit and
monitor their discussions.
• Encourage students to use the internet and other sources
of information to research the real Chinese zodiac animal for
their celebrities and report back in a later lesson.
Further practice
Language summary, Student’s Book page 107
Pronunciation, Student’s book page 134
Grammar, Workbook page 65
Grammar reference, Workbook pages 112–113
Grammar worksheets, Tests and Resources Multi-ROM
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8.2 I would be so embarrassed if … !
Reading, Vocabulary and Listening
Aims
Exercise 3
•
• Learn phrasal verbs about relationships.
• Read and listen to young people describing their relationship
with their parents.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
Vocabulary presentation
• Interactive task to present the vocabulary with definitions and
audio.
embarrassed. What or who caused the embarrassment? What
happened in the end?
If any students are willing to share their stories, ask them to tell
the class. Of course, it may be too embarrassing to talk about,
so no student should feel they have to. If a student starts to tell
an inappropriate story, you will have to stop them!
• Read out the title of the blog: Mum tells me off all the time.
•
Elicit what they think this means.
Ask students to read the blog and check their ideas.
Focus their attention on the highlighted phrasal verbs and
ask them to match them to definitions 1–8 and write their
answers in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
pick on
look up to
put up with
get on with
•
Vocabulary practice
1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
5
6
7
8
turn to
fall out
tells off
make up
Exercise 2
• Elicit suggestions from the class about what they think Emma
•
•
•
young people talking about their parents.
Point out the word embarrassing in the instructions and
embarrassed in the lesson title. Remind students that we use
-ed adjectives to describe how we feel and -ing adjectives to
describe the thing or person that makes us feel that way (e.g.
in the text on page 100, the fact that Kate’s mother tells her off
is embarrassing).
Ask students to write the two names (Kate and Jack) in their
notebooks and listen for the things they find embarrassing.
Play the recording for students to listen and write the answers
in their notebooks using the phrases in the box.
Check answers with the class.
sense of humour (Kate’s dad), musical taste (Jack’s dad)
Exercise 4
$
3•14 Audio script pT143
• Tell students they are going to listen to the conversation again.
• This time they should choose a), b) or c). With a weaker group,
go through the questions before they do the task.
• Play the recording again for students to write the answers in
•
their notebooks.
Elicit answers from the class.
ANSWERS
Exercise 1
•
•
3•14 Audio script pT143
ANSWERS
• Ask students to focus on the title of the lesson.
• Elicit the meaning of embarrassed or provide a translation.
• Ask students to think of a time in their life when they felt a bit
•
•
•
Warm-up
$
• Tell students that they are now going to listen to two more
should / ought to do. Point out that they can read the blog
again if they need to.
Encourage students to explain the reason for their suggestions.
Listening preparation
A task to answer questions about the things parents do to
embarrass children.
1
2
3
4
c
a
a
c
Optional activity
Students might enjoy brainstorming other things they find
embarrassing about their parents or other members of
their family.
You could conduct a class discussion on the most
embarrassing things.
Culture note
Generation gap
The term generation gap, first used in the 1960s, is used to
describe the difference between children and their parents.
This becomes clear in differences in musical taste, fashion,
culture and politics. It is also reflected in the use of slang and
language in general and in how communication takes place –
young people use technology for communication more than
their parents and in different ways.
Further practice
Language summary, Student’s Book page 107
Vocabulary, Workbook page 66
Vocabulary reference, Workbook pages 114–115
Vocabulary worksheets, Tests and Resources Multi-ROM
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Grammar – The second conditional
Exercise 8
• Ask students to read the instruction and the example
Aims
• Learn how to form and use the second conditional: If + past
simple = would + infinitive.
7 Develop competence in linguistic communication.
•
•
Grammar animation
• Presentation of the second conditional in context.
Exercise 5
• Ask students to read the sentences in the table. Point out that,
•
•
like the first conditional, in the second conditional there are
two distinct halves to each sentence.
Read the instruction aloud and allow students a moment to
think about the answer before eliciting it.
Highlight that the two parts of the sentence can be used in
either order, but if the if clause comes first, we use a comma
to separate the two parts.
sentences. Point out how the negatives are used in the second
sentence and that the two sentences mean the same thing.
Students write the full sentences in their notebooks.
Allow them to compare their answers in pairs before checking
them with the class.
ANSWERS
1 If William wasn’t / weren’t successful, we wouldn’t look up
to him.
2 If our dog didn’t behave badly, my dad wouldn’t tell her off.
3 If I wasn’t / weren’t still angry with Ben, we’d make up.
4 If my brother didn’t pick on me, we wouldn’t fall out.
5 If Rebecca wasn’t / weren’t generous, I wouldn’t get on well
with her.
Exercise 9
• Invite a student to read aloud the instruction, the first
ANSWERS
question 0 and the completed example in blue. Point out that
the verbs in brackets are not necessarily in the right order.
Check answers with the class.
The if part expresses the situation and the main clause
expresses the result.
I would be so embarrassed – result
if my mum did that. – situation
If my dad told terrible jokes, – situation
I wouldn’t worry. – result
What would you say – result
if we swapped dads for a few days? – situation
•
1
2
3
4
would you say, didn’t invite
would you like, came
would you turn to, fell out with
would you ask, had
Exercise 6
•
Grammar practice
1–3 star tasks to practise the second conditional. Also
available on the Tests and Resources Multi-ROM.
• Ask students to read the rules in the box.
• Encourage them to use the example sentences in exercise 5
•
•
•
and work out the answers to complete 1, 2 and 3.
Check answers with the class.
Students are often confused by the use of the past simple in
the second conditional. Tell them that it is used to show the
situation is imaginary but that it isn’t about past time. Draw
their attention to sentence 2 and ask Does his dad tell terrible
jokes? (No, he’s just imagining if this was true).
Ask students to copy the completed rules into their notebooks.
• Point out to students that they need to choose the correct
option from the two given. Do an example together, if
necessary, before they write the answers in their notebooks.
With a weaker group, remind them to look back at the rules.
Check answers with the class.
ANSWERS
1
2
3
4
5
were, wouldn’t put up with
asked, would
would make up, said
would, stayed out
would get on, didn’t tell me off
T101
Aims
• Answer a quiz about relationships.
• Use the second conditional in speaking.
4
5
Develop sense of initiative and entrepreneurship.
Develop social and civic competence.
Exercise 10
3 would
Exercise 7
•
•
Language in action
• Explain that 1–4 give multiple-choice answers to the quiz in
ANSWERS
1 imaginary 2 past simple
ANSWERS
•
•
exercise 9. Ask students to work individually and write another
answer for each (Answer C) in their notebooks.
Divide the class into pairs to take turns reading a question
and the three possible answers. The other student chooses
an answer. Go round monitoring.
Conduct class feedback. Finally, encourage students to say
their answer to the example question 0.
Further practice
Language summary, Student’s Book page 107
Grammar, Workbook page 67
Grammar reference, Workbook pages 112–113
Grammar worksheets, Tests and Resources Multi-ROM
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8.3 Around the world
Exercise 2
Reading and Vocabulary
• Focus students’ attention on the gaps in the text A–D.
• Explain that they need to read the text again and choose the
Aims
• Remind them that there is one extra sentence that they
correct sentence to complete each gap.
• Read and listen to an online travel guide about the people of
Papua New Guinea.
• Learn vocabulary to describe positive and negative
relationships between groups of people.
• Learn how to use noun suffixes.
3 Develop competence in cultural awareness and expression.
6 Develop mathematical competence and basic
competences in science and technology.
7 Develop competence in linguistic communication.
Warm-up
•
ANSWERS
1 C
•
•
•
Reading preparation
A task to introduce students to the topic and make
predictions about the article.
Exercise 1
$
•
travel guide and write what the numbers represent in their
notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
7 – the population of Papua New Guinea is nearly seven
million
800 – there are more than 800 different tribes in Papua
New Guinea
1906–75 – the period when Australia ruled Papua New Guinea
before independence
1957 – the year that the Sing-Sing festival which celebrates
diversity started
100 – the number of groups that take part in the SingSing festival
3 –
4 B
5 A
Reading extension
A short reading comprehension about the travel guide.
• Ask students to write the numbers 1–6 in their notebooks.
• Focus their attention on the highlighted words in the text. Tell
•
•
them to use these words to complete the sentences 1–6 in
their notebooks.
Check answers with the class.
Check that students can pronounce all the longer words
well with correct vowel sounds and word stress (violence
/ˈvaɪələns/, intimidate /ɪnˈtɪmɪdeɪt/, independence
/ɪndɪˈpendəns/).
ANSWERS
1 battles
2 violence
3 intimidate
4 peace
5 independence
6 ruled
Vocabulary practice
• Interactive vocabulary task.
Exercise 4 Learn it!
• Focus students’ attention on the Learn it! box and read the
information to the class.
• The point here is that these words look like familiar Spanish
3•15
• Focus students’ attention on the numbers in the box.
• Play the recording for students to read and listen to the
2 D
Exercise 3
• As this reading text is about tribes, you could draw two
columns on the board: advantages and disadvantages, and
ask students to brainstorm what they think the good things
would be about belonging to a tribe and also the bad things.
(Possible advantages: a close community, a common identity,
the same language. Possible disadvantages: tribal culture is
so strong that it’s difficult to understand or accept anybody
outside it, your beliefs are the minority compared to the rest
of the population, your language is not the one used for
general life / study / business, other tribes may attack you.)
Although there aren’t tribes of this kind in the students’
country, encourage them to think of other groups in society
(or even in the school) who are a bit like tribes: people who
belong to political parties, students who are members of
clubs, etc.
don’t need.
Check answers with the class.
•
•
•
words but do not have the same meaning in English. Use
translation to help explain if necessary.
Ask students to complete and write the sentences in their
notebooks.
Check answers with the class.
With a stronger group, you could ask them to write their
own sentences. They could leave gaps in order to test their
classmates. Then ask some students to read their sentences
out and elicit answers.
ANSWERS
1 assist
2 attend
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Word builder – Noun suffixes 2
Culture note
Papua New Guinea is the eastern half of the island of New
Guinea in the Pacific Ocean, north of Australia.
The native tribes celebrate special events, for example
weddings, through traditional music and dance. The costumes
worn at these events are unique to each tribe and are often
passed down from parent to child.
Sing-Sing festivals were started by the Australian governors
to bring the different tribes together in an event which
celebrates these diverse musical and dance traditions without
violence and competition. The first Sing-Sing Festival was held
in Goroka, the capital of the Eastern Highlands Province, and it
is still the largest gathering, with 100 tribes attending.
Exercise 5
• Ask students to look at the words in the box. Elicit or point out
that these are all adjectives.
• Ask students to copy the table into their notebooks and find
•
the noun forms of these adjectives in the text. Point out that
an example has been done for them.
Check answers with the class. Elicit any spelling patterns (see
key below).
ANSWERS
-ance
-ence
-ness
-ity
tolerance
difference
independence
violence
happiness
sadness
diversity
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
-ant endings change to -ance
-ent endings change to -ence
-y endings change to -iness
-se endings change to -sity
•
ANSWER
Exercise 6
• Invite a student to read the instruction aloud.
• Ask students to write the answers in their notebooks.
• Check answers with the class.
ANSWERS
1 diversity
2 happiness
•
3 difference
4 violence
5 independence
At the time of going to print, the hosts for the Island Games
are: Jersey in 2015, Gotland in 2017 and Menorca in 2019.
Language in action
Aims
• Write a paragraph about a sporting event.
7
3
Vocabulary practice
Interactive vocabulary task.
• Ask students to read the instruction and the guidance points.
Aims
• Listen to information about a sporting event and complete
information about it.
7 Develop competence in linguistic communication.
3 Develop competence in cultural awareness and expression.
$
•
•
read through the leaflet.
You could ask them to predict the kind of missing information
for some gaps, i.e. elicit that 1 is likely to be a number, 2 and 3
are probably different sports, etc.
Play the recording for students to listen and complete the
information in their notebooks.
Allow students to compare their answers in pairs. Play the
recording again if necessary. Then check answers with
the class.
ANSWERS
1 eighteen
2 archery
T103
•
•
3•16 Audio script ppT143–144
• Read out the instruction to the class and give students time to
•
Develop competence in linguistic communication.
Develop competence in cultural awareness and expression.
Exercise 8
Listening
Exercise 7
them to use the internet, encyclopaedias and other resources.
Remember to have a follow-up discussion in class when they
have done the research.
3 basketball
4 summer
5 six
6 two
•
Check that they understand the task. Then allow them time to
think of a suitable sports event and make some notes.
Set a time limit for them to write the paragraph. Go round
monitoring and giving assistance. Note any points for error
correction.
When the time is up, divide the class into small groups to
share what they have written. Alternatively, invite some
students to read their writing out to the class.
Conduct class feedback, then have a discussion about
sporting events. Ask students whether they think competition
is always good and what they think is good and bad about
team competition in comparison with individual competition.
Culture video: The Highland Games
• Duration: 4.20 minutes
• Topic: The Highland Games and other Scottish traditions.
• Video worksheets are available in the iPack Resources tab.
Further practice
Reading, Workbook page 68
Word builder, Vocabulary reference, Workbook page 114
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8.4 Practical English
ANSWERS
1 D
2 A
3 B
4 C
Listening and Vocabulary
Exercise 5
Aims
• Explain to students that there are two mixed-up conversations
• Listen to a conversation where a pupil apologizes to his
teacher.
• Learn the functional language for apologizing, promising and
responding to apologies.
• Learn how to use unless in first conditional sentences.
• Rewrite first conditional sentences using unless.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
•
•
•
Ask students to write a short dialogue to apologize to
someone, for example a teacher, a friend, a parent or a sports
coach. You might like to remind students to think about
whether they need more formal or informal expressions.
Culture note
Exercise 1
Sorry
In addition to apologizing, the British use the word sorry often
and with different functions. It can be used:
– with rising intonation to mean ‘pardon?’
– to express sympathy: I’m sorry to hear that.
– to soften bad news: I’m sorry to have to tell you … or
disagreement: I’m sorry but I don’t agree.
– to mean ‘excuse me’ when trying to move past somebody.
– to mean that we are disappointed: I’m sorry I missed her.
• Ask students to read the instruction.
• Elicit suggestions from the class.
Listening preparation
• A task to discuss reasons for apologizing.
$
3•17 Audio script pT144
• Play the recording for students to listen to the conversation
and check their suggestions from exercise 1.
• Elicit answers from the class.
ANSWERS
He is apologizing for letting the team down. He was late and
missed the match.
$
Exercise 6
• Ask students to read the Language point.
• Focus attention on the verb that follows unless and have
3•17 Audio script pT144
• Invite a student to read the instruction aloud.
• Give students time to read the match report.
• Play the recording again for them to listen and correct the
four mistakes in their notebooks.
After checking answers, ask them if they think it was serious
that the pupil missed the match. Why / Why not?
ANSWERS
Sport: Handball Volleyball
Time: 11 a.m. 9 a.m.
Result: Won 17-6 Lost 17–6
Mike Evans is injured with a broken arm leg
•
• Students match the sentence halves and write them in their
notebooks.
Check answers with the class. You could drill the phrases to
ensure good, natural pronunciation.
students decide on the correct option to complete the rule.
Check the answer and make sure that students write the
completed rule in their notebooks.
ANSWERS
1 affirmative
Exercise 7
• Students read the instruction and rewrite the sentences in
•
Exercise 4
•
Conversation 2: G, A, C, E
Optional activity
apologize. Ask students for the noun (an apology) and ask
which verbs are often used before this noun (make, give,
expect /ɪkˈspekt/), deserve /dɪˈzɜːv/), accept /əkˈsept/), reject
/rɪˈdʒekt/). Translate if necessary. Elicit or teach the adjective
apologetic /əpɒləˈdʒetɪk/). Mark the word stress on all the
parts of this word family and drill pronunciation.
•
in this exercise and that they need to separate them and put
them in the correct order.
Show them that the first line of each conversation is given.
When they have written the order of sentences in their
notebooks, allow them to compare their answers in pairs
before you play the recording for them to check.
Check answers with the class. Students practise the
conversations in pairs. Monitor and help them to sound natural.
ANSWERS
• With books closed, elicit from students the spelling of
Exercise 3
3•18 Audio script pT144
Conversation 1: H, D, B, F
Warm-up
Exercise 2
$
their notebooks using unless. Go through the example with
them and highlight how the underlined verb changes from
the negative to the affirmative form. Emphasize that the
meaning of the sentence doesn’t change.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
She’ll feel cold unless she wears a coat.
Unless he stops eating chocolate, he’ll be sick.
I won’t go to the party unless you go.
Unless you phone your mum soon, she’ll be worried.
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Grammar – will for promises
Aims
• Learn how to make promises using will.
7
5
Develop competence in linguistic communication.
Develop social and civic competence.
Exercise 8
• Focus students’ attention on the Grammar tip box.
• Ask them to complete the sentences, writing will / won’t in
•
their notebooks for each one.
Check answers with the class. If necessary, remind them of the
pronunciation of the contraction won’t and drill it.
1 won’t
2 will
3 will
4 won’t
Grammar practice
A task to practise will for promises. Also available on the Tests
and Resources Multi-ROM.
Speaking and Listening
• Learn the functional language for apologizing, promising and
responding to apologies.
Role play a conversation to apologize for something.
Listen and write down dictated sentences.
Exercise 9
• Tell students that they are going to practise apologizing, and
•
•
•
•
Language in action
Aims
and responding to an apology.
7 Develop competence in linguistic communication.
5 Develop social and civic competence.
4 Develop sense of initiative and entrepreneurship.
•
focus their attention on the Functional language box. Elicit or
remind them that apologize for and sorry about are followed
by the -ing form of the verb.
Invite a student to read the instruction aloud.
Divide the class into pairs to take turns apologizing for the
situations 1–4 and making a promise in order to make the
situation better.
Set a time limit. Go round monitoring carefully and noting any
points for error correction.
Conduct class feedback and correct any errors you heard. You
could invite one or two pairs to act out an apology for the class.
Exercise 10
$
3•19
• Tell students that they are going to practise apologizing, and
focus their attention on the Functional language box.
• Invite a student to read the instruction aloud.
• Divide the class into pairs to practise the first conversation
•
•
•
recording and they should write down exactly what they hear.
Play the recording, pausing where necessary.
After the dictation, ask students to match the sentences to
the functions.
Check answers with the class. You could ask students to
practise the conversation in the correct order in pairs.
T105
which has been done for them. Then ask them to invent
conversations for the other situations.
Go round monitoring carefully and noting any mistakes.
Conduct class feedback and correct any errors you heard.
Exercise 12
• Play the video for students to watch.
Interactive video
Round up: Unit 8
Episode 2: Family history
• Duration: 5.17 minutes
• Topic: Apologizing to an unpredictable aunt.
• Task: ‘Your turn’ – apologizing.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
• DICTATION. Tell students that you are going to play a
•
•
Speaking preparation
Interactive task to categorize functional phrases.
Exercise 11
Aims
•
•
Sorry, it was all my fault.
You’re very late! Where were you?
Don’t worry about it.
I lost my bus ticket.
Next time I’ll remember to keep it safe.
You’re very late! Where were you?
Sorry, it was all my fault. I lost my bus ticket. Next time I’ll
remember to keep it safe.
A Don’t worry about it.
• Practise using functional phrases for apologizing, promising
ANSWERS
•
ANSWERS
1
2
3
4
5
A
B
•
Dialogue practice
Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 114
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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8.5 Writing a survey
Aims
•
•
•
•
Read a model text.
Analyze the structure of the model text.
Learn to use comparative adverbs of manner.
Write a survey.
5 Develop social and civic competence.
7 Develop competence in linguistic communication.
4 Develop sense of initiative and entrepreneurship.
Model text
Exercise 1
• Ask students to read and answer the survey to find out what
•
•
•
type of person they are in social situations.
With a weaker group, go through any unknown vocabulary
before they start.
When they have finished, ask them to read the final paragraph
to find out what type of person they are.
Conduct class feedback. Elicit from students which social
situations are mentioned (working in a team, speaking in
public, meeting new people, parties). Ask whether they
believe they are really the type of person the survey says they
are. Ask them what they think of these kinds of surveys in
general (fun, accurate, silly, etc.).
Exercise 2
• Ask students to copy the information 1–4 into their
•
•
notebooks.
Explain that they are going to analyze the structure of the
survey. They should write beginning, middle or end for 1–4 to
indicate where they will find these things in the survey.
Check answers with the class.
ANSWERS
A 2
at the beginning
at the end
in the middle
at the beginning
C 3
Exercise 4
• Tell students that they need to find and correct the mistakes
•
•
in sentences 1–4.
Ask them to write the answers in their notebooks.
Check answers with the class.
ANSWERS
1 When a dog comes towards Tim, he fast runs fast in the
other direction!
2 They sang the song even more well better live than on
the CD.
3 Anne answered the questions easilier more easily than me.
4 Lucy studies a lot and always hard works harder than me.
5 Oliver speaks more confident confidently than Liam.
Language practice
• Interactive task to practise adverbs of manner.
Writing task
Writing preparation
• Interactive task to categorize ideas for three surveys.
Exercise 5
• Explain to students that they are going to write a survey to ask
•
•
•
ANSWERS
1
2
3
4
B 1
•
one of their classmates.
Go through the plan and make sure students understand that
they must structure their survey in this way.
Ask students to write their surveys. If they do this in class,
go round giving help and encouragement. Remind them to
include adverbs of manner in their statements and personality
adjectives in their conclusions.
Divide the class into pairs to take turns asking and answering
their questionnaire. They should also tell each other the
conclusion. Go round monitoring and giving assistance.
Alternatively, they could write the conclusion for homework
and give it to their classmate at the next lesson.
Conduct class feedback.
Writing extension
Look at language – Comparative adverbs
of manner
• A task to complete a survey and write up the results.
Exercise 3
Go to page 130 for Curriculum extra: Statistics.
• Ask students to read the rules in the box and match them to
•
•
the examples.
Check answers with the class. With a weaker group, ask
questions to check their understanding, e.g. In sentence
B, which is the main verb? (remember) which is the object?
(their names).
You could give them extra examples to check rule 3: Which
is correct: ‘He speaks English more badly than me’ / ‘He speaks
English more worse than me.’ / ‘He speaks English worse than
me.’? Elicit why.
Focus on … Maths
Further practice
Writing, Workbook page 69
Curriculum extra worksheet Unit 8, Tests and Resources Multi-ROM
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 8 game
Have some fun together while you revise with your class by
using the Make a path game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 8 Review, page 108
• Workbook:
– Unit 8 Review, pages 70–71
– Grammar and Vocabulary reference and practice, pages
112–115
• Tests and Resources Multi-ROM:
– Unit 8 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 8 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 8 Communication: Pairwork worksheet
– Unit 8 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks.
Remind students to also look back at Units 1–7.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Adjectives:
personalities and Phrasal verbs: relationships).
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Review
Speaking
Reading
Exercise 4
• Tell students that they are going to apologize for different things.
• Ask them to read the situations and think about who they
Exercise 1
• Ask students to read the instruction and check they
understand the task.
•
• Give them time to read the information about the six
•
teenagers. Ask them to match each one to the most
appropriate person and write the answers in their notebooks.
You could allow students to compare their answers in pairs
before checking them with the class.
ANSWERS
•
•
1 B
2 C
3 A
need to apologize to in each case.
With a weaker group, give them one minute to look back
at the phrases in the Functional language box on page 105
for apologizing, explaining, promising and responding
to apologies. Encourage them to make a note of these in
their notebooks.
Go round monitoring their conversations and giving
assistance where necessary.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Writing
Further practice
Exercise 2
Review, Workbook pages 70–71
Unit 8 Tests, Tests and Resources Multi-ROM
• Ask students to read the different situations and choose one
to write a paragraph about.
• With a weaker group, elicit that they will need to use the
•
•
second conditional.
Ask students to work individually to brainstorm ideas and
make notes before starting to write. Encourage them to use
the language they have learned recently.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
3•20 Audio script pT144
• Give students time to read the questions and multiple-choice
answers.
• Ask them to write the numbers 1–5 in their notebooks.
• Play the recording for students to listen and decide which is
the correct answer for each question.
• With a weaker group, you may need to play the recording
•
more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
b
c
b
a
a
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A better world
Unit summary
Exercise 1
• Write charity on the board and elicit the names of famous
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Charity actions: campaign, contribute, donate, donation,
fundraising, persuade, petition, protest, publicize, raise money,
sponsor, volunteer
Adjectives: fashion: casual, delicate, fashionable, full-length,
hard-wearing, loose, old-fashioned, patterned, soft, stylish,
tight-fitting, waterproof
Extra vocabulary (practised and tested in 2 and 3 star tasks
and tests)
accompany (v), boundary (n), busker (n), edit (v), tuition (n),
viral (adj)
flee (v), immigrant (n), import (v), originate (v), persecution (n),
refugee (n)
Word builder: overcharge, overcook, overdevelop, overpay,
overpriced, undercharge, undercook, underdevelop, underpay,
underpriced
Learn it!: last (adj), latest (adj)
Grammar
Reported statements
Reported commands, offers and suggestions
•
•
•
charities in Spain and worldwide. Ask students which ones
they think have the biggest effect and why.
Ask them to read all the quiz questions before answering
them so that you can deal with any unknown vocabulary.
Encourage them to answer the quiz individually and write
their answers in their notebooks.
Set a time limit if necessary.
Exercise 2
• Ask them to check their scores.
• Conduct class feedback. Invite some students to share their
scores and explain if the results are right about them.
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Optional activity
Divide the class into groups to discuss how they think their
parents might answer the quiz.
This could lead on to a discussion comparing the sense of
social responsibility of different generations and how they
try to make the world a better place, e.g. by protesting about
certain issues, by taking part in charity events, etc.
Functional language
Explaining advantages, disadvantages and reasons
(practised and tested in 1–3 star tasks and tests)
… is a great way to (raise money / get publicity).
One advantage / disadvantage of that idea is …
The main benefit of this suggestion is …
The main problem with that idea is …
Can you explain why?
What are your reasons for suggesting that?
Why do you think that?
The reason I think that is because … . Another reason is …
Warm-up
Vocabulary
Aims
• Learn vocabulary about charity actions.
5
•
Develop social and civic competence.
Culture note
Fundraising
Young people are often involved in fundraising in the UK.
It is common to ask parents, friends and acquaintances for
sponsorship to take part in a challenge such as fun runs,
bike rides or quizzes. Cake sales are common and so is ‘nonuniform day’ when students make a small donation to charity
and are allowed to wear non-uniform clothes to school.
Exercise 3
• Play the video for students to watch and interact with.
Interactive video
Round up: Unit 9
Episode 1: The Homeless World Cup
• Duration: 4.25 minutes
• Topic: The Homeless World Cup: A success story
• Task: Answer the interactive question.
• Video scripts are available in the iPack Resources tab and on
the Test and Resources Multi-ROM.
Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.
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9.1 They said it sounded fun
Culture note
Stand By Me was written and performed by Ben E King in
1961. It was based on a spiritual song called Lord Stand by Me
and also on Bible verses: Psalm 46. It’s a very popular song –
over 400 versions have been recorded.
Reading and Vocabulary
Aims
• Read and listen to a blog and sequence the key events.
• Understand key information in the blog.
• Learn vocabulary about music and music videos.
7
3
•
Optional activity
Ask the class: Do you know any charity songs from this country?
What charities were they raising money for? Which singer/s sang
the song? Was it successful? Alternatively, if students have
access to the internet, they could research examples and
present a short summary to the class.
Develop competence in linguistic communication.
Develop competence in cultural awareness and expression.
Reading preparation
Interactive task to pre-teach vocabulary from the article.
Further practice
Warm-up
Language summary, Student’s Book page 119
Vocabulary, Workbook page 72
Vocabulary reference, Workbook pages 118–119
Vocabulary worksheets, Tests and Resources Multi-ROM
• Ask students to look at the photos and the title of the blog.
Elicit ideas about the blog. Whose blog is it?
Exercise 1
$
3•21
• Ask students to write the letters A–E in their notebooks.
• Ask them to read the instruction and give them time to read
•
•
the list of events. Check understanding.
Play the recording for students to read and listen to the article
and number the events in their notebooks.
Check answers with the class.
•
2 D
• Draw attention to the highlighted words in the article. With a
•
•
ANSWERS
1 B
Exercise 3
3 A
4 C
5 E
weaker group, go through the meanings and pronunciation.
Students use the words to complete the sentences and write
them in their notebooks. Point out that they will need to
change the form of some of the words.
Check answers with the class.
ANSWERS
Reading extension
A short reading comprehension about a charity web page.
1 boundary 2 tuition
6 edits
3 accompany 4 busker
5 viral
Exercise 2
Culture note
• Invite a student to read the instruction aloud. Ask students to
Charity fundraising concerts
One of the first charity concerts was the Concert for Bangladesh,
organized by George Harrison of the Beatles in 1971.
Probably the most famous charity concert was Live
Aid, organized by Sir Bob Geldof. It took place in 1985,
simultaneously in London and Philadelphia, and raised
£150,000,000 for famine relief in Ethiopia.
On 2 July 2005 (the twentieth anniversary of Live Aid), Bob
Geldof and Bono of U2 organized Live 8. The aim was to
encourage G8 countries to increase aid to poor nations. It
involved simultaneous concerts in eight countries. Five days
later the G8 summit pledged to double overseas aid.
•
•
read the sentence halves and then to read the article again.
Then ask them to work individually to match 1–6 to A–F in
their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 C
2 F 3 E
4 A
5 B
6 D
Research it!
• Read the Research it! box with the class.
• 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.
Vocabulary practice
• Interactive vocabulary task.
ANSWER
Stand By Me was written around 1960. It is about wanting
someone to stay with you and help you through your life.
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Grammar – Reported statements
Exercise 6
Aims
• Ask students to read the interview first to get the gist of it.
• Point out Rick’s article below the photo, and explain that this
• Learn and practise reported speech.
• Complete sentences in reported speech and complete an
article with reporting verbs.
7 Develop competence in linguistic communication.
•
Grammar animation
Presentation of reported statements in context.
Exercise 4
• Read out the two sentences in the right-hand column of the
•
•
•
table and elicit or explain that they report things that are said
in direct speech in the blog.
Ask students to look back at the blog to find the direct speech
and indirect speech equivalents of the sentences in the table.
Ask students to copy and complete the table and the rules
in their notebooks. Remind them to refer to the examples of
reported speech when completing the rules.
Check answers with the class. Ensure students have understood
that we use tell when we want to refer to who someone is
talking to (Paul told Natalia / her that he was a musician. But NOT
Paul said Natalia / her that he was a musician.).
‘It’s a brilliant idea.’
‘It isn’t original.’
The teachers said it sounded fun.
present
past
tell
say
•
Grammar practice
1–3 star tasks to practise reported statements. Also available
on the Tests and Resources Multi-ROM.
example with the class if necessary.
sentences in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
Focus students’ attention on the explanation and example in
the Language point box.
Write some more examples of direct speech on the board and
ask students to change them to reported statements, e.g. I’m
excited because the school trip starts tomorrow. (He/She said
that he/she was excited because the school trip started the
next day.) We have an important meeting this evening. (He/She/
They said that they had an important meeting that evening.)
ANSWERS
T111
Language in action
3 came
Develop social and civic competence.
Develop competence in linguistic communication.
Exercise 7
• Students choose the correct options and write the complete
1 is, said 2 told; accompanied
told
gave young people opportunities
said
could change lives
said
worked with teenagers in different situations
said
had disabilities or family problems
told
their projects related to all kinds of music
the following year
they planned to start classes
5
7
• Ask students to read the instruction. Do the first one as an
•
ANSWERS
1
2
3
4
5
6
7
8
9
10
11
12
• Talk about a charity.
• Write about what someone said using reported speech.
Exercise 5
•
•
the interview to complete each gap in the report. Encourage
students to write the whole interview in their notebooks.
Check answers with the class.
Aims
ANSWERS
1
2
3
4
5
6
7
•
is a report of his interview with Ann Kemp.
• Ask them to use said or told and the correct form of a verb from
4 has
• Invite students to brainstorm some charities – encourage
•
•
•
•
them to think back to the discussion they had at the
beginning of the unit.
Ask them to prepare answers to the three questions. Allow
them to write notes or complete sentences if they want to.
Ask students to work in pairs. One student talks about a charity,
the other listens and takes notes. Then they swap roles.
Explain that they should now use their notes to report what
their partner said. Before they start, remind students of
the examples and information in the Language point box.
Monitor and help as necessary.
Invite some students to read out their reported sentences at
the end.
Focus on … Music
Go to page 131 for Curriculum extra: The history of music.
Further practice
Language summary, Student’s Book page 119
Grammar, Workbook page 73
Grammar reference, Workbook pages 116–117
Grammar worksheets, Tests and Resources Multi-ROM
Curriculum extra worksheet Unit 9, Test and Resources Multi-ROM
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9.2 Who wore them first?
Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Vocabulary and Listening
Aims
Exercise 3 Learn it!
• Learn vocabulary about clothes.
• Read and complete an advert for a fashion exhibition.
• Listen and identify specific information.
• Invite a student to read the Learn it! box aloud. Point out that
7
•
Develop competence in linguistic communication.
Vocabulary presentation
Interactive task to present the vocabulary.
• Tell students that in this lesson they are going to discuss
•
clothes. Ask them to choose a favourite item of clothing to tell
their classmates about. Why is it their favourite?
Divide the class into pairs or groups to talk about their
favourite clothes, or elicit answers from a few students.
Weaker students talk about their favourite item of clothing.
• Students read the words and find opposite pairs.
• Check answers with the class.
• Point out the mannequins /ˈmaenɪkɪn/ in the picture and
•
check pronunciation. Divide the class into pairs to take turns
describing a mannequin using the adjectives.
Conduct class feedback. Ask students about their own
opinions and preferences: How important is it for your clothes to
be hard-wearing? Do you prefer loose or tight-fitting clothes? Why?
Ask students if they would be interested in going to an
exhibition about the history of fashion. Why / Why not?
ANSWERS
delicate – hard-wearing
loose – tight-fitting
fashionable – old-fashioned
SUGGESTED ANSWERS
The mannequin on the left is wearing a delicate dress and is
carrying a fashionable handbag.
The mannequin in the middle is wearing a loose shirt and
loose shorts.
The mannequin on the right is wearing a loose coat and a
tight-fitting hat.
Exercise 2
•
•
•
•
$
3•22 Audio script pT144
• Students listen to two students talking about the exhibition.
Only three of the pieces of clothing are mentioned.
• Invite a student to read the instruction and questions aloud.
• Students listen and write the pieces of clothing in their
notebooks together with the relevant information.
• Check answers with the class. Ask if their suggestions in the
listening preparation discussion were correct.
Exercise 1
•
Listening preparation
• A task to answer questions about the exhibition.
Exercise 4
Warm-up
•
•
•
these are words which are often confused in English.
Ask students to translate sentences 1 and 2 individually.
Discuss the translations as a class.
Students read the advert for the fashion exhibition.
Students complete the gaps with the words in the box.
Check answers with the class.
Talk about the words clothes (always plural) and clothing
(always uncountable). A piece of clothing is used to describe
one item. A clothe or a clothing is incorrect. (Students may find
the countable noun garment in their dictionaries but this is
too formal for everyday use.)
ANSWERS
1 stylish 2 soft 3 casual 4 patterned 5 full-length
6 waterproof
ANSWERS
Espadrilles – from the Pyrenees, worn by agricultural workers
Anorak – from Arctic Circle, worn by the Inuit people
Hawaiian shirt – from Hawaii in the Pacific Ocean, worn by
tourists as well as Elvis Presley and his band
Further practice
Language summary, Student’s Book page 119
Vocabulary, Workbook page 74
Vocabulary reference, Workbook pages 118–119
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 5
$
3•22 Audio script pT144
• Tell students they are going to listen again and correct mistakes
in the sentences 1–5. Ask them to read the sentences carefully.
• Play the recording again for them to write the corrections.
• Check answers with the class.
ANSWERS
1
2
3
4
Rachel Susie couldn’t go on the school trip.
Susie is doing her project on shoes, coats and skirts shirts.
Espadrilles were first worn in Spain in the 15th 14th century.
The Inuits wore waterproof anoraks when they hunted in
the forests on the ice or in their kayaks.
5 A Japanese Chinese shop owner made the first Hawaiian
shirts.
6 Simon was very well behaved badly behaved on the
museum tour.
•
Listening extension
Interactive task, with audio, about wellington boots.
Exercise 6
$
3•23 Say it!
• Focus students’ attention on the Say it! box. Model the sounds
•
•
yourself or use the recording to do this.
Students listen and repeat to practise their pronunciation.
There are follow-up exercises for further practice on page 134.
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Grammar – Reported commands, offers and
suggestions
Aims
• Learn and practise reported commands, offers and suggestions.
• Complete sentences in reported speech and complete a
summary of a conversation.
7 Develop competence in linguistic communication.
Grammar animation
• Presentation of reported commands, offers and suggestions.
Exercise 7
• Ask students to read the example sentences. Point out that
these are all in reported speech.
• Read the first part of the instruction aloud. Ask students to
•
•
•
think about which are commands, offers and suggestions.
Elicit some examples of language for commands, offers and
suggestions in direct speech. (e.g. commands: Turn off your
phones. Offers: Would you like me to show you? Suggestions:
Why don’t you go now, before lunch? How about visiting the
exhibition?)
Students complete rules 1–3 with the words from the box.
Highlight that for negative commands we use the negative
form of the infinitive, which is not to + infinitive.
Remind students that in reported speech the reporting verb
is in the past tense, and that other words such as personal
pronouns, possessive adjectives, and expressions of time and
place also change.
ANSWERS
Commands: The tour guide told us to turn off our phones. / The
tour guide told us not to touch the exhibits.
Offers: Rachel offered to help Susie with her project.
Suggestions: The tour guide suggested that Simon wait outside.
1 We report commands with told + object + (not) to + infinitive.
2 We report offers with offered + to + infinitive.
3 We report suggestions with suggested + that + subject +
infinitive.
• With a weaker group, elicit which of the numbered sentences
•
•
ANSWERS
1 Ellie offered to ask the clothes shop on the high street for
some clothes.
2 Nisha told Ellie not to ask that shop.
3 Nisha told Ellie to go to the new shop in the shopping centre.
4 Liam suggested that they ask some of the local businesses
to sponsor the fashion show.
5 Nisha suggested that they put an advert in the local paper.
6 Oliver offered to design the invitations.
7 Ellie told Oliver not to print too many invitations.
8 Nisha suggested that they meet again the following week.
speech commands, offers and suggestions in reported
speech. Go through the example and check answers with the
class when they have completed the exercise.
ANSWERS
1
2
3
4
5
Rachel told Susie not to worry about it.
Rachel offered to help Susie.
The teacher told Rachel to work with Simon.
Rachel suggested (that) Susie do some online research.
Susie suggested (that) Rachel tell her what she remembered.
Exercise 9
• Ask students to read the instruction. Elicit from students what
a charity fashion show may entail. (e.g. Clothes shops donate
clothes; people buy the clothes and the money raised goes to
charity.) Invite four volunteers to read out the dialogue.
T113
Grammar practice
1–3 star tasks to practise reported commands, offers and
suggestions. Also available on the Tests and Resources
Multi-ROM.
•
Language in action
Aims
• Write a summary of a meeting discussion.
• Practise using reported commands, offers and suggestions.
7
4
Develop competence in linguistic communication.
Develop sense of initiative and entrepreneurship.
Exercise 10
• Explain that the students from exercise 9 went on to have
their follow-up meeting about the charity fashion show.
• Read the instruction aloud and point out that one of the
•
•
Exercise 8
• Point out to students that they need to write the direct
in the dialogue is a command, an offer or a suggestion.
Students complete the sentences in reported speech.
Allow them to compare their answers in pairs before checking
them with the class.
•
students made notes at the meeting and they need to write
these up using reported commands, offers and suggestions.
Go through the example with the class before they start.
Give students time to write the sentences and to think of two
more ideas of their own that they should write using reported
commands, offers or suggestions.
Check answers. Some students read out their sentences.
ANSWERS
Oliver offered to send out / suggested that they send out the
invitations the following day.
Nisha told him not to forget the newspaper advert.
Ellie offered to select the models and clothes.
Nisha told her not to select any summer clothes.
Nisha offered to decorate / suggested that they decorate the
stage the day before the show.
Further practice
Language summary, Student’s Book page 119
Pronunciation, Student's Book page 134
Grammar, Workbook page 75
Grammar reference, Workbook pages 116–117
Grammar worksheets, Tests and Resources Multi-ROM
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9.3 Around the world
Reading preparation
• A task to introduce the topic and make predictions about
the article.
Reading and Vocabulary
Aims
Exercise 1
•
•
•
•
• Ask students to match the columns 1–8 to A–H to make
Read and listen to an article about British icons.
Learn vocabulary about immigration and origin.
Listen and write down dictated sentences.
Learn how to use the prefixes over- and under-.
3 Develop competence in cultural awareness and expression.
7 Develop competence in linguistic communication.
•
•
•
Warm-up
• Teach students the words icon and symbol. Elicit any icons and
symbols which they believe foreigners associate with Spain.
• Tell them that this lesson is about British icons. Ask them to
look at the five pictures and identify them.
Cultural note
The reading preparation in the Oxford iPack involves
brainstorming what students know about Britain. Here are
some useful facts you might wish to share now or after the
reading preparation task:
Great Britain (or Britain) consists of England, Wales and
Scotland. When Northern Ireland is included, then we use
the name The United Kingdom of Great Britain and Northern
Ireland (UK).
Population: approximately 60,000,000. More people live in
England than in the other countries in the UK.
Capital cities: London – capital of England; Cardiff – Wales;
Edinburgh – Scotland; Belfast – Northern Ireland.
Each country has a patron saint and a symbol: England –
St George, a rose; Wales – St David, a daffodil or a leek;
Scotland – St Andrew, a thistle; Northern Ireland – St Patrick,
a shamrock.
The current monarch is Queen Elizabeth II and her most
famous official residence is Buckingham Palace.
Famous British writers: William Shakespeare, Jane Austen,
Charles Dickens, J.R.R. Tolkien, J.K. Rowling.
Famous British scientists: Charles Darwin, Isaac Newton,
Stephen Hawking.
Famous British sportspeople: Andy Murray, David Beckham,
Lewis Hamilton.
traditional British symbols.
Encourage them to write the names of the items in their
notebooks rather than just the numbers and letters.
Allow students to compare their answers in pairs before
checking them with the class.
You could have a class discussion and ask if any students
have ever bought a souvenir related to any of these famous
British symbols.
ANSWERS
1
2
3
4
5
6
7
8
F
A
D
E
C
H
B
G
Exercise 2
$
3•24
• Ask students to read the instruction. You could ask
•
•
students if they think the three names look like traditional
British surnames. Ask them to write the three names in their
notebooks leaving space to add notes about each one.
Play the recording for students to read and listen to the article
and make notes about each person in their notebooks.
Check answers with the class.
ANSWERS
Joseph Malin created fish and chips.
Michael Marks started Marks and Spencer.
Alec Issigonis designed the Mini.
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Exercise 3
Exercise 7
• Ask students to read the article again to understand the main
• Invite a student to read the instruction aloud.
• Ask students to write the answers in their notebooks.
• Check answers with the class.
•
•
idea of each paragraph and choose which of the two options
in each case is best.
Check answers with the class.
Ask them if they know of any cultural icons relating to Spain
which have an international connection.
ANSWERS
1 undercooked 2 overdeveloped
4 overpriced 5 undercharged
ANSWERS
A 1
B 2
C 1
3 underpaid
Vocabulary practice
D 1
• Interactive vocabulary task.
Reading extension
• A task to correct false information about the article.
Listening
Exercise 4
Aims
• Focus students’ attention on the highlighted words in the
• Listen to a discussion about one aspect of Scottish tradition.
•
•
•
text. With a weaker group, go through meanings if necessary.
Invite a student to read the instruction aloud.
Students write the answers in their notebooks.
Check answers with the class.
ANSWERS
1 imports 2 immigrants 3 persecution
5 originated 6 flee
•
4 refugees
Vocabulary practice
Interactive vocabulary task.
Exercise 5
$
recording and they should write down exactly what they hear.
Play the recording, pausing if necessary.
Check answers with the class, including spellings.
Play the recording again for students to repeat the words. You
could ask them to mark the word stress on each word. If so,
check answers with the class.
$
3•26 Audio script ppT144-145
• Tell students they are going to listen to a discussion about the
kilt, a symbol of Scotland. Draw their attention to the photo.
• Give students time to read the sentences.
• Ask them to write the numbers 1–5 in their notebooks.
• Play the recording for students to listen and decide if each
sentence is true or false. Then ask them to correct any false
ones in their notebooks.
Check answers with the class.
ANSWERS
1 True.
2 False. It was perhaps developed by an English immigrant to
Scotland, Thomas Rawlinson.
3 True.
4 False. They were full-length.
5 False. Not many people in Scotland believe the story.
Language in action
ANSWERS
1 ˈimmigrant 2 perseˈcution
5 ˈvehicle
Develop competence in cultural awareness and expression.
Exercise 8
•
3•25
• DICTATION. Tell students that you are going to play a
•
•
•
3
3 ˈnational 4 resˈponsible
Aims
• Talk about a popular local or national symbol.
Word builder – Prefixes over- and underExercise 6 Learn it!
3
7
• Focus students’ attention on the Learn it! box. Ask them to
Exercise 9
•
•
•
read it carefully.
Give them time to find words containing these prefixes in the
article. Then elicit and write them on the board.
Ask students Have you ever been overcharged? and Can you
name any other examples of underdeveloped nations?
A stronger group may be able to think of other words which
include the prefixes.
ANSWERS
overcharged – you paid too much money
overwhelming – when it is too much, more than expected
underdeveloped – when there is not enough modern
industry
NB overwhelming is not an example of over- as a prefix.
T115
Develop competence in cultural awareness and expression.
Develop competence in linguistic communication.
• Ask students to read the instruction. Encourage them to
brainstorm ideas and make notes in their notebooks.
• Divide the class into small groups to tell each other about
their symbol. Go round monitoring and giving assistance
where necessary. Invite some students to tell their story to the
class.
Culture video: Marks and Spencer
• Duration: 4.07 minutes
• Topic: Marks and Spencer: a famous department store
• Video worksheets are available in the iPack Resources tab.
Further practice
Reading, Workbook page 76
Word builder, Vocabulary reference, Workbook page 118
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9.4 Practical English
3 Starting a petition
Advantage: the neighbours might support them, the
neighbours are old enough to vote, the local newspaper
might become interested in the campaign.
Disadvantages: none mentioned.
Speaking, Listening and Vocabulary
Aims
• Listen to a discussion about the advantages and
disadvantages of different campaign ideas.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
Exercise 3
•
Warm-up
• Focus students’ attention on the two photos and ask what
•
English words they would use to describe the actions
(demonstrate in the street, organize a sit-in). Ask them to check
their ideas in the box.
Start a class discussion by asking Do you think these are good
ways to protest? Why / Why not?
$
3•28
• Ask students to read the phrases 1–5. Point out that the gaps
•
may require more than one word to complete them.
Play the recording for students to listen and complete
the gaps in their notebooks. For weaker groups, play the
recording again if necessary.
Check answers with the class.
ANSWERS
1 great way to
2 disadvantage of
3 main problem with
4 important thing about
5 Another advantage of
Exercise 1
• Ask students to read the instruction. Check understanding of
•
the situation and go through any unknown vocabulary in the
box.
Divide the class into small groups to discuss these questions
or conduct a class discussion. Encourage students to give
reasons for their ideas.
Exercise 2
$
3•27 Audio script pT145
• Focus students’ attention on the meeting notes and ask them
to read the instruction.
• Tell students that they are going to listen to a campaign
•
•
•
meeting where three of the ideas from the box are mentioned.
Play the recording for students to listen and write the ideas
in their notebooks. Ask them to also listen for which idea
they choose.
Check answers with the class.
Conduct a class discussion: Do you think they chose the right
campaign idea? Why / Why not?
ANSWERS
1 contact the media
2 demonstrate in the street
3 start a petition
They choose to start a petition.
Optional activity
With a stronger group, you could play the recording one
more time and ask them to write down the advantages and
disadvantages of each idea discussed.
1 Contacting the media
Advantage: TV is a good way to let people know what is
happening.
Disadvantage: the problem is too local.
2 Demonstrating in the street
Advantage: people would notice and want to know why
they were demonstrating.
Disadvantage: the neighbours would be annoyed.
Writing and Speaking
Aims
• Learn the functional language for explaining advantages,
disadvantages and reasons.
• Make suggestions and discuss advantages and disadvantages
of different money-raising activities.
5 Develop social and civic competence.
7 Develop competence in linguistic communication.
Exercise 4
• With books closed, ask if students can remember any ways to
raise money for a charity.
• Then ask them to open their books and look at the first
•
•
•
column of the notebook at the bottom of the page. Were any
of their ideas the same?
Ask students to read the instruction and the four phrases.
With a weaker group, you could elicit from them which are
advantages and which are disadvantages. (See answers below.)
Students complete the notes, writing in their notebooks.
Check answers with the class.
ANSWERS
1 It’s too expensive. We will have to pay for a room and the
equipment.
2 More people will make a donation if it’s easier.
3 You can’t sell them at a very high price, so it’s a lot of work
for a small amount of money.
4 It’s a popular sport which will help publicize our campaign.
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Exercise 5
Exercise 7
• Focus students’ attention on the Functional language box. It’s
• When they have finished, conduct class feedback. Students
•
•
•
a good idea to ask students to repeat each phrase after you to
promote natural pronunciation.
Invite a student to read the instruction aloud.
Divide the class into small groups to discuss the situation.
Point out the example sentences as a way of starting off their
discussion.
Go round monitoring their discussions and giving assistance
where necessary. Remind them to use the functional phrases.
•
•
report their decisions to their classmates. Encourage them to
explain their reasons.
The other students can comment on their classmates’
decisions, explaining why they agree or disagree.
As a class, decide which campaign is likely to be the most
successful. You could have a class vote.
Exercise 8
• Play the video for students to watch.
Language in action
Aims
• Practise making suggestions for a campaign.
• Talk about the advantages and disadvantages of a campaign.
5
4
7
•
Develop social and civic competence.
Develop sense of initiative and entrepreneurship.
Develop competence in linguistic communication.
Speaking preparation
Interactive task to categorize phrases about campaign activities.
Exercise 6
• Ask students to read the instruction and the three situations
•
•
•
•
carefully. Check they understand the task.
In the speaking preparation task, they were given one
campaign activity for each situation but before they start they
need to brainstorm more activities. You could do this as a
class together and write their suggestions on the board.
Divide the class into small groups. Set a time limit if necessary.
With a weaker group, appoint one student in each small
group to start, using the example sentences.
Monitor and help any groups that are struggling to keep
their discussions going and reach a decision. Note that it is
important that this task is done well as they will use it as the
basis for writing later on page 118.
T117
Interactive video
Round up: Unit 9
Episode 2: The Sunningwell Breakfast Club
• Duration: 5.02 minutes
• Topic: Learning about a charity.
• Task: ‘Your turn’ – explaining advantages, disadvantages
and reasons.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Dialogue practice
• Students can work in pairs or small groups to practise the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 118
Round up scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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9.5 Writing a formal letter
Exercise 3
• Ask students to work individually to use the blue phrases to
Aims
•
•
•
•
Read a model text.
Analyze the structure of the model text.
Learn useful phrases for letters.
Write a formal letter.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competence.
7 Develop competence in linguistic communication.
Model text
Exercise 1
• Write on the board: Who is Natalie Williams writing this letter to
•
•
•
•
•
•
and why?
Ask students to read the letter from Natalie Williams and
answer the question.
Check the answer with the class. (She’s writing to the Editor of
a newspaper. She wants publicity – an article and an interview
– for a fundraising concert which is part of a campaign to
push the council to build a new sports hall.)
Ask students to write the numbers 1–5 in their notebooks.
Then ask them to read the sentence beginnings 1–5 and
match them to A–E. Tell them they can find the answers by
reading the letter again and focusing on the layout.
You may need to explain the meaning of go in these
sentences – to place something in the right position,
e.g. The dictionary goes on the bookshelf.
Check answers with the class.
ANSWERS
1
2
3
4
5
C
D
B
E
A
•
complete the sentences. Encourage them to write the full
sentences in their notebooks. Remind them that there is one
extra blue phrase they don’t need.
Check answers with the class. Elicit that they don’t need to use
We look forward to hearing from you.
ANSWERS
1
2
3
4
We would be very grateful if
In order to
Please contact me on
I am writing on behalf of
•
Language practice
Interactive task to match prepositions to common phrases in
formal letter writing.
Writing task
Writing preparation
• Interactive task to put the parts of a formal letter in the
correct order.
Exercise 4
• Explain that students are going to write a formal letter to a
•
•
•
•
newspaper like the one they have read. The topic will be the
campaign they discussed in their groups on p117.
Go through the plan and make sure students understand that
they must structure their letter in this way.
Remind them to include the phrases for formal letters.
Ask students to write their letters. If they do this in class, go
round giving help and encouragement.
Invite some students to read their letters aloud. Alternatively,
two students who choose the same situation could read
each other’s letters and find similarities and differences
between them.
Further practice
Writing, Workbook page 77
Look at language – Phrases for letters
Exercise 2
• Focus students’ attention on the blue phrases in the letter.
• Ask them to match each phrase to what we use it for and
•
•
write the answers in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
If you think translation would be useful here, you could
compare the set phrases used in formal letters in the students'
native language to these phrases.
ANSWERS
1
2
3
4
5
we would be very grateful if
I am writing on behalf of
We look forward to hearing from you.
In order to
Please contact me on
Unit 9
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Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 9 game
Have some fun together while you revise with your class by
using the Walk the plank game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.
Make sure your students use the extensive course material
provided. This includes:
• Student’s Book:
– Unit 9 Review, page 122
• Workbook:
– Unit 9 Review, pages 78–79
– Grammar and Vocabulary reference and practice, pages
116–119
• Tests and Resources Multi-ROM:
– Unit 9 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ and ★★★ ). Also available on the iPack.
– Unit 9 Grammar and Vocabulary worksheets ( ★ , ★★
and ★★★ )
– Unit 9 Communication: Pairwork worksheet
– Unit 9 Tests ( ★ , ★★ and ★★★ ). Available as a pdf and
in editable Word format.
The Workbook and Tests both include Cumulative tasks.
Remind students to also look back at Units 1–8.
How much vocabulary do students need to learn?
Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the ★★ and ★★★ Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
★ Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Charity
actions and Adjectives: fashion).
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Speaking project: Our local area
Task 1
Aims
• Introduce the project aims yourself using the green box.
• Ask students to look at the five photos and identify what is in
• Choose two aspects of the local area and research them.
• Write a script for a short documentary or presentation.
• Record a documentary or give a presentation.
2
4
5
3
1
7
Develop competence in learning to learn.
Develop sense of initiative and entrepreneurship.
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Develop digital competence.
Develop competence in linguistic communication.
Useful materials
–
–
–
–
–
–
–
–
–
notebooks
computer and internet access
digital camera / video camera
recording equipment (e.g. microphone, smartphone, digital
voice recorder)
books and brochures on local area
list of suitable local websites
printer
sheets of paper
interactive whiteboard / screen
$
3•29 Audio script pT145
each one.
• Tell them that they are going to listen to a documentary made
•
•
•
•
•
•
by some students. They need to write in their notebooks
which two photos are mentioned.
Play the recording for students to listen and write the letter
references of the two photos.
Check answers with the class.
Ask students to write the numbers 1–6 in their notebooks.
Focus students’ attention on the script and ask them to follow
it as they listen in order to correct the six mistakes.
Play the recording again for students to listen and write the
corrections in their notebooks.
Elicit answers from the class.
ANSWERS
Photos D and E
1 thirteenth 2 middle 3 furthest 4 from
5 Coventry Cathedral 6 Stadium
Warm-up
• Ask students to brainstorm what they think makes a good
•
•
•
presentation and what can make a presentation less
successful.
If they have difficulty thinking of things, give them some ideas
to discuss. For example:
– When the presenter stares at his script or at the floor.
– When there are photos or video for the audience to look at.
– When the presenter speaks very loudly.
– When there are grammar mistakes in the script.
Encourage them to suggest other ideas after this.
Conduct class feedback.
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Task 2
Task 7 and Task 8
• Divide the class into pairs for this brainstorming task.
• Encourage them to discuss all the topics before making a
• Organize the necessary equipment to show the
decision about the two they want to know more about.
•
• Monitor their discussions carefully and assist any pairs who
are having difficulty thinking of ideas or who cannot decide
which to choose.
•
Task 3
• This is a practical planning stage. You will need to state which
•
•
school resources they can use and help students plan a fair
way to share the work. They need to be realistic about being
able to borrow other people’s equipment and you should
highlight that they will be responsible for it.
If any students decide to go and film the places, tell them that
this will need to take place outside the lessons and give them
a clear deadline for when it must be completed.
Give plenty of time for these discussions and encourage them
to write down in their notebooks which one of the pair is
going to be responsible for each part of the documentary or
presentation.
Task 4
• In this part of the project, students do their research using
books, brochures and internet resources.
• They write their scripts individually.
• Remind them to look at the Useful language box to help
•
•
•
documentaries. Presentations can be given now, too.
You could invite a confident group to be the first to give their
presentation. When they finish, congratulate them and, if
appropriate, encourage the rest of the class to give them a
round of applause.
Students watch and evaluate each other’s documentaries or
presentations. They should pay attention to:
– the language used
– the structure of the documentary or presentation
– the amount of content
– whether the content was original and interesting
– the photos or images used
– whether it made a good impression on the audience.
Conduct a class discussion. Encourage praise and constructive
criticism.
If you wish, ask students to write a paragraph about what they
liked and disliked about their classmates’ presentations.
With a stronger group, they could write a further paragraph
explaining what they have learned from the process of
making a documentary or giving a presentation.
See www.oup.es for useful website links.
them structure their scripts.
• Encourage dictionary work to promote independence but
help weaker students translate words they need, if necessary.
Task 5
• Focus students’ attention on the Check! box. Remind them
•
that the documentaries need to be high quality and that
means error-free as well as having interesting content.
They check each other’s scripts using the checklist and help
each other to correct and develop them further.
Task 6
• Tell students that they are now going to practise their
presentation or record their documentaries. Point out the
information in the Tip! box and tell them to check that they
have all the items mentioned in the instructions before
they begin.
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Review
Speaking
Reading
Exercise 4
• Tell students that they are going to discuss the advantages
Exercise 1
• Ask students to read the instruction.
• Ask them to write the numbers 1–6 in their notebooks.
• Give students time to read the text. Then ask them to read the
•
•
information 1–6 and write the correct paragraph letter A, B or
C for each number.
Check answers with the class.
•
•
ANSWERS
1
2
3
4
5
6
B
C
A
C
B
C
•
•
Writing
and disadvantages of organizing different types of events for a
friend’s birthday party.
Ask them to read the instruction and the types of events.
Draw attention to the example conversation to help them
start their discussion.
With a weaker group, allow them one minute to look back at
the phrases in the Functional language box on page 117 for
explaining advantages, disadvantages and reasons. Encourage
them to make a note of these in their notebooks.
Go round monitoring their discussions and giving assistance
where necessary.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Exercise 2
• Ask students to read the instruction carefully.
• Encourage students to choose one item of clothing and
Review, Workbook pages 78–79
Unit 9 Tests, Tests and Resources Multi-ROM
End-of-term 3 Tests, Tests and Resources Multi-ROM
End-of-year Tests, Tests and Resources Multi-ROM
brainstorm as many ideas as they can before starting to write.
• They should try to answer all the questions in the bullet points
•
in order to include enough information. Point out that these
questions are to help them, but that they can also include
other ideas in their paragraph, provided they are relevant to
the topic. Encourage students to make notes of their ideas.
Set a time limit for this writing if done in class. In this case,
go round monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next lesson.
Listening
Exercise 3
$
3•30 Audio script pT145
• Give students time to read the questions and multiple•
•
•
choice answers.
Play the recording for students and write the correct answers
in their notebooks.
With a weaker group, you may need to play it more than once.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
A
A
B
B
A
C
Unit 9
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1 Focus on Geography
Population change
3
Aims
• Read and listen to a text about population change around
the world.
• Learn vocabulary about population change.
• Learn how to extract information from population pyramids.
6 Develop mathematical competence and basic
competences in science and technology.
Develop
competence in cultural awareness and expression.
3
Warm-up
• Divide the class into small groups or pairs. Ask them if they
know what a Less Economically Developed Country (LEDC)
and a More Economically Developed Country (MEDC) are.
Ask them to discuss where in the world these places are likely
to be.
Culture note
More Economically Developed Countries (MEDCs) are
countries where people are generally thought to have a
good standard of living. The birth rate is low and good health
care is available, which means that people have a high
life expectancy. Most people have access to good quality
housing, clean running water and electricity. The majority of
children receive free education, and the rate of illiteracy is low.
Less Economically Developed Countries (LEDCs) are
poorer countries where people are generally thought to have
a lower standard of living than those in MEDCs. In many cases,
this means that there is a high birth rate but life expectancy is
lower because fewer people have access to good healthcare.
A lot of people in LEDCs live in lower quality housing with
limited or no access to clean running water or electricity.
LEDCs have a higher rate of illiteracy than MEDCs because
more people have to work instead of going to school.
Exercise 1
$
• birth rates and death rates
• life expectancy
• how many young dependents (under 15) or old
dependents (over 65) there are
• how big the active population (15–65) is
Exercise 2
• Focus students’ attention on the six highlighted words and
•
•
phrases in the text. Elicit the meanings if necessary. You could
use translation with a weaker group.
Ask them to use these words / phrases to complete the
sentences.
Check answers with the class.
ANSWERS
1
2
3
4
5
6
Life expectancy
death rate
active population
dependents
birth rate
ageing
Exercise 3
• Explain that students need to work out the answers to the
•
questions by using the population pyramids.
Conduct class feedback or divide the class into pairs or small
groups to discuss their answers.
ANSWERS
1
2
3
4
United Kingdom
United Kingdom
United Kingdom
Senegal
4•01
• Ask students to read the questions.
• Play the recording for students to read and listen. Remind
them to write the answers in their notebooks.
• Elicit answers from the class.
ANSWERS
1 Less Economically Developed Countries (LEDCs)
2 Families have fewer children because changes in agriculture
with machines doing a lot of the work mean that they
won’t need as many children to help out. Improvements in
healthcare also mean more children will survive
T123
Unit 1 Curriculum extra
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2 Focus on Literature
Types of writing
Aims
• Read and categorize different types of writing.
• Identify and discuss key aspects of writing such as audience,
purpose and style.
3 Develop competence in cultural awareness and expression.
5 Develop social and civic competence.
Warm-up
• Ask students if they have read anything today. Elicit what
•
kind of writing it was – fiction or non-fiction, book, magazine,
blog, poster, text message, the back of a cereal packet, etc.
You could have a quick competition for pairs of students to
think of as many different types of writing as possible within
a time limit.
Exercise 1
• Ask students to read the titles.
• Divide the class into pairs to discuss which title fits each of
•
the types of writing in the box.
Check answers with the class.
Exercise 3
• Ask students to read the questions and check their
understanding if necessary.
• Ask them to write the answers in their notebooks.
• Conduct class feedback. Alternatively, divide the class into
pairs or small groups to discuss their answers.
ANSWERS
1 fiction – C and E
non-fiction – A, B and D
2 A tourist / travellers
B teacher / examiner
C general reading public
D the people who live in a particular neighbourhood
E general reading public
3 A to inform
B to persuade
C to entertain
D to inform
E to entertain
4 formal B
neutral/informal A, C, D and E
Optional activity
ANSWERS
Divide the class into smaller groups and hand each group
original examples or photocopies you have found of the
text types mentioned in exercise 1 (essays, information
leaflets, narratives, plays, travel guides). Give the groups a few
minutes to decide what type each example is, monitoring
each group and helping with vocabulary and structures as
needed. Then ask individual students from each group to
hold up the text and say what type they think it is and why.
THE KING’S REVENGE – play
Torlington council – information leaflet
48 hours in ROME – travel guide
The day I got lost in London – narrative
Studying English abroad – essay
Exercise 2
• Focus students’ attention on the texts and ask them to read
•
the extracts A–E and decide what kind of writing they are,
using words from the box in exercise 1.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
A
B
C
D
E
travel guide
essay
narrative
information leaflet
play
Exercise 4
• Explain that students need to think of something they have
•
•
read recently (not necessarily in English). Their task is to
analyze it, with reference to the categories given.
Ask them to make notes about it in their notebooks and set a
time limit if necessary.
Divide the class into pairs or small groups to discuss their
notes, or conduct class feedback.
Unit 2 Curriculum extra T124
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3 Focus on Biology
Exercise 3
Nutrients
• Ask students to read the questions and write the answers in
Aims
their notebooks.
• Read and listen to a text about a food pyramid.
• Learn vocabulary about food and diet.
• Discuss dietary habits and preferences.
• Allow students to compare their answers in pairs before
6
1
2
3
4
5
5
Develop mathematical competence and basic
competences in science and technology.
Develop social and civic competence.
Warm-up
• Conduct a quick class discussion around the topic: What is a
•
•
healthy diet?
If there is any confusion, clarify the meanings of diet: a) the
food that you eat and drink regularly; b) a limited variety or
amount of food that you eat for medical reasons or because
you want to lose weight.
Remind them that the focus of this biology lesson is on the
first meaning.
Exercise 1
$
4•02
• Ask students to copy the chart carefully into their notebooks,
•
•
•
•
leaving spaces for the missing words.
Explain that they are going to read and listen to the text and
they will be able to complete the chart using the words in
the box.
Play the recording for students to listen to as they read.
If they are finding it difficult, encourage them to read it again
slowly to try to find the answers.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1
2
3
4
5
6
Nutrients
Macronutrients
Lipids
Proteins
Vitamins
Minerals
Exercise 2
• Ask students to copy the food pyramid into their notebooks
and complete it using the words and phrases in the box.
• Check answers with the class.
checking them with the class.
ANSWERS
yes
dairy products
no
poultry
once or less
Exercise 4
• Divide the class into small groups to ask and answer the
•
questions. Tell them they don’t need to write the answers.
Conduct a class discussion about how closely their meals
resemble the food pyramid. How healthy do they think their
diet is? What changes could they make to eat more healthily?
Which are their favourite less healthy food choices?
Optional activity
Encourage students to broaden their vocabulary knowledge
by using their dictionaries.
Divide the class into pairs or small groups to find two other
food words not mentioned in the lesson (so far) to add to
each of the following categories:
– Poultry
– Pulses
– Dairy product
– Red meat
– Fish
Conduct class feedback, eliciting and drilling the
pronunciation of new words. You could ask which of these
foods students eat, how often and whether they think they
eat too little or too much of them (according to the food
pyramid).
Suggestions:
Poultry: turkey, duck, goose, quail
Pulses: beans, peas, lentils, chickpeas
Dairy products: butter, cream, ice cream
Red meat: beef, lamb, pork, veal
Fish: tuna, salmon, cod, sardines, trout, mackerel
ANSWERS
1
2
3
4
5
red meat
sweets
poultry
dairy products
pulses
T125 Unit 3 Curriculum extra
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4 Focus on ICT
Computer networks
Exercise 3
• Ask students to read sentences 1–5 and then give them time
Aims
• Read and listen to a text about different computer networks.
• Learn vocabulary about ICT and computer networks.
• Discuss the appropriate type of network to suit different
users.
1 Develop digital competence.
6 Develop mathematical competence and basic
competences in science and technology.
5 Develop social and civic competence.
Warm-up
• Conduct an introductory discussion about computers. Ask
students:
– What kind of computer equipment do you and your family
have at home? What is it used for?
– What kind of computer equipment is there at school? What is
it used for?
– Is there any other computer equipment you would like to have
at home or at school? Why?
to read the text again.
• Ask them to decide whether each sentence is true or false,
•
ANSWERS
1 False. A LAN usually includes all the computers in one
building such as a school or an office.
2 False. They are probably LANs, which are connected to WANs.
3 True.
4 False. Each device links to two other devices and they
form a ring for the signals to travel round and there can be
different numbers of devices.
5 True.
Exercise 4
•
•
the box.
Allow them a few minutes to match the words to the photos
and write the answers in their notebooks.
Check answers with the class.
$
4•04 Audio script pT146
• Tell students they are going to listen to a talk about different
networks. Give them time to read the questions.
• Play the recording for students to listen and write the answers
•
Exercise 1
• Ask students to look carefully at the photos and the words in
and correct any false ones in their notebooks.
Check answers with the class.
in their notebooks. Play it more than once if necessary.
Allow students to compare their answers in pairs before
discussing them with the class.
ANSWERS
1
2
3
4
LAN
WAN
LAN
MAN
ANSWERS
A
B
C
D
E
F
file storage
hardware
workstation
file
software
network
Exercise 2
$
4•03
• Ask students to look at pictures A–C and then read the
instruction aloud.
• Play the recording for students to read and listen to the text,
•
and write the answers in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
A bus network
B ring network
C star network
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5 Focus on Citizenship
Human rights
Aims
• Read and listen to a text about the Universal Declaration of
Human Rights.
• Learn vocabulary about human rights.
• Put the articles from the Universal Declaration of human
rights into three catagories: equality, protection and standard
of living.
5 Develop social and civic competence.
3 Develop competence in cultural awareness and expression.
ANSWERS
1
2
3
4
5
6
7
8
Exercise 3
• Divide the class into small groups. Draw three columns
Warm-up
• Write human rights on the board and divide the class into
•
pairs to discuss what this phrase means to them and write a
definition.
Elicit a number of definitions from the class and discuss
the best one. The text gives a definition as ‘rights that every
person on the planet should have’.
Exercise 1
$
4•05
• Ask students to read the instruction carefully.
• Play the recording for students to read and listen to the
•
article and answer the questions in their notebooks.
Elicit answers from the class.
•
•
SUGGESTED ANSWERS
• Ask students to read the comments.
• Read out the instruction. Check all students understand
•
Exercise 2
•
•
•
1, 7, 10, 18, 19, 21, 26
3, 5, 11, 12, 19
12, 17, 18, 26
Exercise 4
ANSWERS
vocabulary. It might be a good idea to check the meaning
of treatment in definition 3: The meaning here is not about
medical treatment but a way of behaving towards or dealing
with a person. You could give an example: Nobody in the class
receives special treatment. The teachers treat all their students
the same.
Ask students to match the words and definitions and write
the answers in their notebooks.
Check answers with the class.
on the board and write the following headings: Equality,
Protection, Standard of living.
Encourage students to discuss which category fits each
of the articles mentioned. Some may fit more than one
category. Set a suitable time limit.
Conduct a class discussion about the answers.
Equality
Protection
Standard of living
A group of fifty countries wrote the Universal Declaration of
Human Rights in 1948 as a result of the terrible suffering that
happened during the Second World War.
• Focus students’ attention on the highlighted words in the text.
• Ask them to read the definitions and check any unknown
trial
privacy
equality
torture
standard of living
property
freedom
guilt
•
disobey.
Ask them to decide individually which human rights each
statement disobeys. Point out that in some cases more than
one article is disobeyed.
Give them time to make their own decisions. Then divide
them into small groups to discuss their answers with their
classmates.
Check answers with the class.
SUGGESTED ANSWERS
1
2
3
4
articles 1 and 3
articles 17 and 18
articles 3 and 19
article 10
T127 Unit 5 Curriculum extra
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6 Focus on PE
ANSWERS
Sports rules
Aims
• Read and listen to texts on the rules for two different sports.
• Learn vocabulary about sports.
• Practise describing a sport.
3
5
6
Develop competence in cultural awareness and expression.
Develop social and civic competence.
Develop mathematical competence and basic
competences in science and technology.
Warm-up
• Ask students to write down their three favourite sports.
• Divide the class into pairs and ask them to find out whether
•
•
they have any favourite sports in common. Encourage them
to explain what they like about their chosen sports.
Elicit feedback from a number of students.
Tell them the text for this Curriculum extra lesson is about
rugby and handball. Elicit anything they know about these
sports.
Exercise 1
$
4•06
• With a stronger group, you could ask students to look at the
•
•
photos and match them to the words in the box before they
read the text.
Play the recording for students to read and listen to the
article, and ask them to write or check their answers.
Elicit answers from the class.
ANSWERS
A kick
B pass
C court
D goal
E try
F shoot
• Ask students to read the text again and find out what the
numbers in the box refer to. Remind them to write the
answers in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
5 – the number of points a rugby team gets for scoring a try
7 – the number of players in a handball team
15 – the number of players in a rugby team
40×20 – the size of a handball court
144×70 – the size of a rugby pitch
Exercise 3
• Ask students to read the rules and decide which sport each
•
rule relates to.
Conduct class feedback to discuss answers.
rugby
handball
rugby
rugby
Exercise 4
$
4•07 Audio script pT146
• Ask students if they have ever heard of Gaelic football.
• Ask them to read the questions before they listen to a
•
•
•
description of gaelic football.
Play the recording for students to listen and answer the
questions in their books.
Check answers with the class.
You could ask them what they think of this sport and if they
would be interested in playing Gaelic football. Why / Why not?
ANSWERS
1 The sport is played in Ireland and in places with a large
Irish population like America and Australia. It is played on a
pitch similar to a rugby pitch.
2 There are fifteen players in each team.
3 The players can run with the ball in their hands for a short
distance and then they have to pass it with their hands or
their feet.
4 To score a point, a player must kick the ball or hit it with
their hand over the posts. If they do the same thing, but
into the net, they score three points.
Exercise 5
• Invite a student to read the instruction aloud.
• Allow students time to plan and prepare their descriptions if
G dribble
H pitch
Exercise 2
•
1
2
3
4
•
•
necessary. Point out that they shouldn’t write full sentences,
only notes, as this is a speaking practice activity.
Divide the class into small groups to take turns and try to
guess each other’s sports.
Conduct class feedback.
Optional activity
Using the vocabulary from exercise 1, play a quick game of
Hot Seat. Two students come to the front of the class and
sit facing their classmates, with their backs to the board. Tell
them they are not allowed to turn round.
Tell the class that you are going to write one word on the
board and they need to describe it to the two students in the
‘hot seats’. The only rules are that they can’t use that word in
their descriptions, they can only speak in English and they
can’t mime or act, only speak.
The first of the two students to guess the word, leaves the
hot seat and chooses another student to take their place. The
other student remains for another round of the game.
Write one of the words on the board and start the game.
Unit 6 Curriculum extra T128
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7 Focus on Geography
ANSWERS
Travel
Aims
• Read and listen to a text about transport.
• Learn vocabulary about transport.
• Practise talking about transport and travel.
5
3
4
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Develop sense of initiative and entrepreneurship.
Warm-up
•
have one minute to think of all the English words they know
in a particular category, e.g. for the topic of animals, possible
categories could be: pet animals, animals which have stripes,
animals which live underground, etc.
Tell them the topic is transport. Possible categories: modes of
transport which have four wheels, modes of transport which
have two wheels, public transport you could find in a city,
transport on water, transport in the air, transport you could
use in a jungle / desert / mountainous area, transport which
uses petrol / electricity, etc.
Move quickly from one category to another, awarding points
for the pairs or groups with the most words in each category.
Exercise 1
$
4•08
• Ask students to read the topics in the box. Check they
understand all the words.
• Play the recording for students to listen and read the article
•
Exercise 3
• Focus students’ attention on the highlighted words in the text.
• Ask them to use the words to complete the sentences in their
•
notebooks.
Check answers with the class.
ANSWERS
• You could play categories with the students:
• Divide the class into pairs or small groups. Tell them they
•
1 infrastructure
2 traffic congestion
3 network
and write down in their notebooks the topics which are
mentioned.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWER
• connections between types of transport
• methods of transport
• why transport is necessary
1 gateway
2 route
3 mode
Exercise 4
• Divide the class into pairs or small groups. Invite a student to
read the instruction aloud.
• Set a time limit for students’ discussions.
• Go round monitoring and making a note of any points for
correction later.
• Conduct class feedback. Invite some students to report the
•
most interesting answers from their discussions.
Do error correction if necessary.
Optional activity
Choose a large city – either students’ capital city or another
famous city, e.g. London. Find information on the internet about
bus routes, tram routes and metro / London Underground. Print
this information and also a basic tourist map.
Divide the class into pairs or small groups and give them the
following challenge: Decide how you would get from A to B. You
can use public transport and also go on foot. The start and end
locations (A and B) could be the same for all the class or you
could give different ones.
Encourage students to speak only in English. When they have
finished, conduct class feedback and encourage discussion of
the different routes.
Exercise 2
• Focus students’ attention on the words in the box.
• Ask them to read the text again, find the words and match
•
•
them to the definitions.
Check answers with the class.
Drill pronunciation, highlighting the word stress in these
words and phrases (/ˈɪnfrəstrʌkʃə/, /kənˈdʒestʃən/,
/ˈnetwɜːk/).
T129 Unit 7 Curriculum extra
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8 Focus on Maths
ANSWERS
Statistics
1 raw data 2 sample
Aims
• Learn vocabulary about charts and statistics.
• Practise discussing information in a survey.
6
5
Develop mathematical competence and basic
competences in science and technology.
Develop social and civic competence.
Warm-up
• Elicit (or teach) the meaning of the noun ‘survey’.
• Write the following on the board:
•
•
•
A) record the answers
B) present the results in a chart
C) choose a topic
D) write a questionnaire
E) interview people
F) analyze the data
With a weaker group, go through any unknown vocabulary.
Ask students to decide what order steps A–F happen in
when you do a survey. (They could do this task individually or
discuss it in pairs.)
Check answers with the class.
ANSWERS
C)
D)
E)
A)
F)
Exercise 1
• Ask students to look at the words in the box and match them
•
ANSWERS
ANSWERS
1 The objective was to find out how often members of
the Weston Park Youth Club take part in sports activities
every week.
2 The size of the sample is 30.
3 The mode is 3.
Exercise 5
• Divide the class into pairs to do this maths exercise. Ask them
•
•
•
to read the text in the box as you read it aloud.
With a weaker group, ask questions to check understanding,
e.g. Which two totals do you need to calculate? (hours,
students) What do you do with these two totals in order to find
out the mean? (divide the hours by the number of students).
Check the answer with the class. Go through the calculation
on the board to show how they arrive at the answer.
With a stronger group, ask Is the ‘mode’ the same as the ‘mean’
(no – because the numbers are different – 3 and 3.33).
You can point out that there is always a mean (which you find
by doing this kind of calculation), but sometimes there may
not be a mode because there may be two numbers which
occur with equal frequency.
Optional activity
Exercise 2
• Ask students to use the words in the box to label A–D on
the charts.
• Check answers with the class. Make sure that they can
pronounce graph /grɑːf/, chart /tʃɑːt/, axis /ˈæksɪs/, peak
/piːk/ and trough /trɒf/.
ANSWERS
D horizontal axis
Exercise 3
• Focus students’ attention on the highlighted words in the
•
the different charts – it is easy to see this concept visually.
100 hours / 30 students = a mean of 3.33 hours
1 line graph 2 pictogram 3 bar chart 4 pie chart
•
• Ask students to read and answer the questions.
• Elicit answers from the class. You could point to the mode on
ANSWER
to charts 1–4.
Check answers with the class.
A a peak B vertical axis C a trough
Exercise 4
•
B)
3 mode
survey.
Students match these words to the definitions and write
them in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.
Divide the class in half. Label one half A and the other B. Then
make pairs of students (an A student + a B student).
Ask the pairs to write one question to ask their classmates.
The question must require an answer which is a number, e.g.
How many DVDs have you watched this week?, How old is your
dad?, etc. Make sure their sentences are correct and suitable.
Divide the class again, all As together and all Bs together. Tell
them to ask their classmates in their half the question and
record all the answers.
When they have finished, students go back to their original
A + B pair. They share the data and work out a) the mode and
b) the mean. Monitor and give assistance where needed.
Conduct class feedback. Give sentence stems to help them:
– We asked the question ‘… ?’
– The mean answer was …
– The mode was …
Unit 8 Curriculum extra T130
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9 Focus on Music
ANSWERS
The history of music
Aims
• Read and listen to a text about music over the years.
• Learn vocabulary about musical instruments and
instrument families.
• Answer questions on knowledge about music.
5
3
Develop social and civic competence.
Develop competence in cultural awareness and expression.
Warm-up
• With books closed, ask students to think of all the English
•
words they know for different musical instruments.
Conduct class feedback and write a list on the board.
Encourage students to explain what kind of instrument each
one is, but accept translation if explanation fails!
Exercise 1
$
4•09
• Ask students to read the words in the box.
• Explain that they are going to read and listen to a text and
that some of these periods are mentioned but not all.
• Play the recording for students to read, listen and find the
•
dates for each period mentioned and write them in their
notebooks in chronological order.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
the Baroque period (approximately 1600–1750)
the Classical period (approximately 1750–1810)
the Romantic period (19th century)
Exercise 2
• Focus student’s attention on the highlighted words in the text.
• Ask them to use these words to complete the sentences and
•
write them in their notebooks.
Elicit answers from the class.
4 conductor
5 ensemble
• Ask students to look at the pictures of instruments.
• Stronger groups could try to label them without reading the
•
Exercise 4
E trumpet
F horn
G timpani
$
4•10
• Play the recording for students to listen and write down the
name of the instrument they hear each time.
• After listening, they can decide which instrument family each
•
instrument belongs to and write the word next to each one.
Check answers with the class. It might be a good idea
to translate the four instrument families to be sure of
comprehension.
ANSWERS
1 timpani
2 trumpet
3 cello
4 flute
Brass: trumpet
Percussion: timpani
String: cello
Woodwind: flute
Exercise 5
• Divide the class into pairs to read and answer the questions.
• Check answers with the class.
ANSWER
1
2
3
4
two
three
four
five
Exercise 6
• Give students a few moments to think of a piece of classical
music that they know.
Exercise 3
•
cello
violin
recorder
flute
• Focus their attention on the questions.
• Divide the class into pairs and encourage them to tell their
ANSWERS
1 composition
2 soloist
3 composed
A
B
C
D
text again first, then look for any names they don’t know in
the text.
Give them time to read the text again to find or check their
answers.
Allow students to compare their answers in pairs before
checking them with the class.
partner about the piece of music they have chosen.
• Go round monitoring and giving assistance. When they have
finished, conduct class feedback. Invite some students to
describe their partner’s piece of music to the class.
Optional activity
If you think your students will have difficulty thinking of a
piece of classical music, prepare to play them a piece of your
choice. Elicit which instruments they hear and tell them
about the composer, the instruments played and about the
period the piece of music was written in.
T131 Unit 9 Curriculum extra
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Pronunciation practice
Phonetic alphabet
Unit 1 Sentence stress
Exercise 1
Exercise 1
$
4•11
• Play the recording for students to listen and repeat the
•
•
sounds and example words in the table.
Ask for individual repetition around the class and make sure
students can pronounce any sounds which are particularly
difficult for speakers of their native language.
Encourage students to learn the phonemic symbols. If they
know these, they will be able to work out the pronunciation
of any words they look up in a dictionary.
Unit 1 Sound /ʃ/
Exercise 1
$
sentences. Play the recording several times if necessary to
ensure accurate pronunciation.
Exercise 2
$
4•13
• Ask students to listen and decide which word contains the
•
•
•
4•14
notice about the highlighted syllables.
Play the recording and elicit what students noticed.
ANSWER
These are the stressed syllables
Exercise 2
$
4•14
• Play the recording again, pausing where necessary, for
4•12
• Model the sound /ʃ/. Read the instruction aloud.
• Play the recording for students to listen and repeat the
$
• Focus students’ attention on the highlighted syllables.
• Invite a student to read the instruction aloud.
• With stronger students, ask them to predict what they will
•
•
•
students to repeat the sentences. Remind them to pay
particular attention to sentence stress.
Play the recording again if they are finding it difficult to place
the stress accurately.
You could make it more fun by asking students to punch the
air as they say a stressed syllable.
Don’t forget to draw their attention to the information in the
Tip! box.
/ʃ/ sound. With a stronger group, they could decide for
themselves before listening to the audio.
Play the recording for students to listen and write their
answers in their notebooks.
Check answers with the class.
ANSWERS
1
2
3
4
5
sure
permission
anxious
sociable
dishes
Exercise 3
$
4•13
• Play the recording again for students to repeat the words.
• Remind them to be careful when they pronounce the /ʃ/ and
•
/s/ sounds. Ask for individual repetition, if necessary, to ensure
correct pronunciation.
Draw their attention to the information in the Tip! box and
remind students that if they learn the phonemic symbols, this
will help them use their dictionaries more effectively.
Pronunciation practice
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Unit 2 Sounds /s/ and /z/
Exercise 1
•
•
•
•
•
•
$
Exercise 3
4•15
Ask students to write the numbers 1–3 in their notebooks.
Invite a student to read the instruction aloud.
Model the sounds /s/ and /z/ if necessary.
With stronger students, ask them to do the task before
listening to the recording.
Play the recording for students to listen and write the answers
in their notebooks.
Check answers with the class.
ANSWERS
1 C
2 A
Exercise 2
•
•
Exercise 1
•
4•15
repeat the words after the recording.
Play the recording again if they are having any difficulty
forming the sounds accurately.
Exercise 3
$
•
$
4•19
in the box.
Monitor their pronunciation carefully and correct any
pronunciation mistakes.
Exercise 2
sounds and which for /z/ sounds. Elicit answers from the class.
Play the recording, pausing if necessary, for students to repeat
the sentences.
Draw students’ attention to the Tip! box. If there is time, you
could write a few different words on the board which contain
the letter s and ask students to look them up in a dictionary.
$
4•20
• Play the recording for students to listen and repeat.
Exercise 3
4•16
• Focus students’ attention on the sentences.
• Ask students to work out which colour highlighting is for /s/
•
exercise 2.
Play it again for students to repeat the words in the same
sound groups.
Draw students’ attention to the Tip! box. Show them the
correct mouth position yourself. Ask them to try to copy your
mouth position.
Unit 4 Sounds /d/, /t/ and /ɪd/
• Play the recording again, pausing if necessary, for students to
•
4•18
• Play the recording for students to listen and repeat the words
3 B
$
$
• Play the recording for students to check their answers to
$
4•21
• Ask students to copy the sentences into their notebooks,
•
•
leaving a long space at the beginning for two missing names.
Play the recording for students to listen and complete the
sentences.
Check answers with the class.
ANSWERS
1 Kate and Jade
2 Matt and Brad
3 Astrid and David
Unit 3 Sounds /ɜː/ and /ə/
Exercise 4
Exercise 1
• Play the recording again for students to listen and check their
$
4•17
• Play the recording for students to listen and repeat the words
•
in the box.
Monitor students carefully and ask them to repeat any of the
words which weren’t pronounced well.
•
•
Exercise 2
• Ask students to copy the table into their notebooks.
• Ask them to write the words from the box in the correct column.
• To maximize pronunciation practice, they could do this task
in pairs.
4•21
answers.
Play the recording one more time, pausing where necessary
for students to repeat the sentences.
Draw students’ attention to the Tip! box. Give extra examples
if necessary: /t/ – worked, talked, watched, /d/ – studied, lived,
advised, /ɪd/ – ended, shouted, needed.
Unit 5 Linking
Exercise 1
$
4•22
• Point out to students that the linking is marked clearly in
ANSWERS
/ɜː/
first
learn
surfing
survey
Thursday
world
T133
$
/ə/
breakfast
family
open
shopper
until
•
•
•
•
these sentences.
Play the recording for students to listen and repeat. Play it
more than once if necessary to make sure they are linking
naturally.
Draw their attention to the information in the Tip! box and
practise building the example phrase as a class.
Divide the class into pairs to practise building the other two
sentences from the end, taking it in turns to add more words.
Monitor carefully and check students are linking naturally.
Pronunciation practice
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Unit 6 Sounds /ʃ/ and /tʃ/
Unit 8 Contractions
Exercise 1
Exercise 1
$
4•23
• Read the instruction aloud. Play the recording for students to
•
4•27
• Focus students’ attention on the pairs of sentences. You could
listen to choose the correct answer.
Check answers with the class.
•
ANSWER
$
elicit what makes sentence b) different from sentence a) in
each case (’ll, which is the contraction of will).
Play the recording for students to listen and repeat.
1 is soft, 2 is sudden
Exercise 2
Exercise 2
• Focus on the instruction and point out that they will only hear
$
4•23
• Play the recording again for students to listen and repeat the
words.
Exercise 3
$
4•24
• Focus students’ attention on the highlighted sounds.
• With stronger students, ask them to decide if the sounds are
•
the same (S) or different (D) before they listen. They could do
this in pairs.
Play the recording and then check answers with the class.
2 D
•
4•28
one of the sentences in each pair and they must identify if it
is a) or b). Play the recording for them to listen and write the
answers in their notebooks.
Play the recording again to check answers with the class.
Draw students’ attention to the Tip! box. Elicit other
contractions and make sure they are pronouncing them well.
You could ask students to write sentences containing two or
three contractions which they give to their classmates to read
out naturally as a pronunciation challenge.
ANSWERS
ANSWERS
1 D
•
•
$
3 S
Exercise 4
$
4 S
5 D
6 S
7 S
1 b You’ll like Kate.
2 a They love Harry.
8 S
3 a Oh no! We lose.
4 b I’ll leave today.
4•24
• Play the recording again for students to listen and repeat the
words.
Unit 9 Sounds /g/ and /dʒ/
Exercise 1
$
4•29
Unit 7 Sounds /əʊ/ and /ɒ/
• Focus students’ attention on the highlighted words and point
Exercise 1
• Play the recording for students to listen and repeat.
out that they contain the target sounds.
$
4•25
• Play the recording for students to listen and repeat the words
in the box.
• Play it again if there are a lot of pronunciation problems with
the target sounds. You could focus on just one or two of the
words and model them yourself.
Exercise 2
• Ask students to copy the table into their notebooks.
• Divide the class into pairs to decide which words to write in
each column. Do not confirm the answers at this point.
ANSWERS
Exercise 2
• Read the instruction aloud and allow students time to copy
•
the table into their notebooks.
Divide the class into pairs so they can practise saying the
words as they do the task. Do not confirm the answers at this
point.
ANSWERS
grandpa
glasses
organize
Exercise 3
/əʊ/
control
goals
going
moment
Exercise 3
/g/
photos
social
upload
$
/ɒ/
Australia
model
possible
software
technology
wash
watch
4•26
together
regularly
blog
$
/dʒ/
change
subject
jacket
large
originate
Japan
4•30
• Play the recording for students to listen and check their
answers to exercise 2.
• Play the recording again for students to listen and repeat. If
they are have difficulty pronouncing the sounds accurately,
point out that in the second sound, their tongue should touch
the front part of the roof of the mouth behind the teeth. In
the first sound, it doesn’t touch there.
• Play the recording for students to listen and check their
•
answers to exercise 2.
Play the recording again for them to repeat the words in their
sound groups.
Pronunciation practice
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Audio scripts
Starter Unit, page 8, exercises 3 and 4
$
1•03
E = Ella, N = Nathan
E: Hi Nathan. It’s me, Ella.
N: Oh hi, Ella! How are you? We’re on holiday at the moment.
I’m in a cafe in Anglesey.
E: Where?
N: Anglesey in Wales! I’m in the best café in the country!
E: Oh wow! What are you eating?
N: Welsh rarebit, although some people call it Welsh rabbit.
Don’t worry though, I’m not eating rabbit – there’s no meat in it!
E: So what is in it then?
N: Well, the most important ingredient is cheese. You put it on
some toasted bread and add salt and pepper, and some sauces.
Then you heat it all up.
E: I don’t like cheese very much.
N: Well, I think it’s one of the tastiest meals that you can eat.
And it’s easy to cook. Anyway, when are you going on holiday
to Spain?
E: Tomorrow, and I can’t wait to eat my favourite Spanish
dishes. I think they’re healthier than what you’re eating!
N: Welsh food is very healthy! The cakes here are really nice, too!
E: Nice and sweet and full of sugar! They’re not very healthy.
N: I know, but I can eat what I like when I’m on holiday!
E: OK, well, maybe you can cook some Welsh rarebit for me
after the holidays.
N: I will! It’s nicer than you think!
E: Anyway, I was just calling to …
Unit 1, page 12, exercises 4 and 5
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1•05
K = Kate, D = David, S = Sasha
K: Welcome to The Next Step with me, Kate Adams. Today we’re
answering questions from students who need advice about
their future careers. So let’s start with our first call from David. Hi
David, how can I help?
D: Hi Kate. Well, I’m creative and I can write well. I’m also very
active and play for the school football team, so I want to do a
degree in journalism and work as a TV sports presenter. What
should I do to get some experience?
K: Well, David, why don’t you start a blog or website for your
football team and write reports on your games? You should be
honest about your matches though! Does your school have a
website or a magazine? If it does, get involved. It’s important
to get some writing experience, so write reports on school
sports competitions if you can, but help out on other sections
of the website or magazine as well. Any writing experience will
be useful. If your school doesn’t have a students’ website or
magazine, maybe you should start one! Then you’ll be able to
show how hard-working you are!
D: Great! Thanks very much.
K: Now we’ve got a question from Sasha in Cornwall.
S: Hi Kate. I’m artistic and love drawing, especially buildings. I
could draw really well at primary school. But I also enjoy Maths
T135
and working with computers. I really want to have a career
where I can work with numbers and art, but I don’t know if a
career like that exists!
K: Well Sasha, there is a career for mathematical, creative
people; architecture! It’s perfect for people who are logical
and artistic and today most of an architect’s work is computerbased. You should do A-levels next and your subjects should
include Art or Design and Maths and Physics. And you ought
to keep all your drawings so people can see what ideas you
have. And if you decide that you don’t want to be an architect,
you’ll be able to find other interesting careers such as designing
furniture or even cars. There are lots of options. Now, I’ve got
another call coming …
Unit 1, page 16, exercises 1 and 3
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1•08
L = Liam, A = Anna
L: Hi Anna. Have you chosen someone for our project on young
sports stars?
A: Yes, I’ve chosen Rebecca Tunney – the Olympic gymnast –
and I’ve found out quite a lot, actually.
L: Like what?
A: Well, she was born in Manchester on October 26th, 1996.
L: And when did she start doing gymnastics?
A: When she was five! Her mum asked what she wanted to
do as an after-school activity and Rebecca decided that she
wanted to go to the Olympics and do gymnastics!
L: Oh really?
A: Yes, so her mum took her to gymnastics classes at the
Etherow Centre in Manchester.
L: What happened next?
A: Well, in 2006, when she was 10, she changed club and
moved to the City of Liverpool Gymnastics Club. Some
members of the British gymnastics team train there.
L: That’s fantastic!
A: It certainly was because she won the British Championship
in 2011 and then they chose her to be in the Great Britain
team for the 2012 Olympics. She was only 15 and she was the
youngest in the team!
L: How exciting! How did she do?
A: She finished 13th.
L: Not bad for a 15-year old! What’s she doing now?
A: Well, in September 2012 she moved to Liverpool. Travelling
from Manchester every day was having a bad effect on her
schoolwork.
L: That’s understandable! Did she have to change school, too?
A: Yes, her new school was a short walk from the club. She
studied six subjects and sometimes took afternoons off school
so that she could train. The weekends were for homework and
more training.
L: Wow, that sounds like a hard life!
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Unit 1, page 20, exercise 3, Review
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P = Presenter, S = Sarah
P: Nowadays, it is quite common for young people to use the
internet to start making money while they are still at secondary
school. However, few of them are as successful as Lane Sutton.
Sarah Roberts reports.
S: When Lane Sutton was five years old, he visited his local
newspaper and decided that he wanted to be a writer. Lane
wanted to do well in life and he was also very creative, so in
2008, aged 11, he set up his own website to make money from
his writing. He started by writing about new films and books,
restaurants and activities for young people. His site became
popular because of his direct and honest opinions.
Lane is very organized and he can manage his studies and
his website without any help. He is very strict about his
homework … he mustn’t work on the site until he has done it all.
When he has finished his homework, Lane spends three hours
writing reviews. The experience has made Lane very confident
and he now gives talks on how business people can use the
internet and social media. He could turn this into a full-time job,
but Lane realizes that, to do really well in the future, he ought to
continue studying. Lane hopes he will be able to study business
technology at university.
Unit 2, page 24, exercises 4 and 5
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1•12
L = Lily, A = Amanda
L: I’m in Florida, at the home of the founder of the Nancy Yi Fan
fan club. Thank you for inviting me, Amanda.
A: Thanks for coming.
L: Now, you’re an expert on Nancy and her books.
A: Well, I just love her style, her amazing plots and the way she
became famous!
L: Yes, it’s an interesting story. Nancy was just ten when she had
an idea for her first novel, Swordbird. Can you tell us more? What
was she doing when she thought of the story?
A: Well, I believe while she was sleeping one night, she had
a bad dream about birds that were fighting each other and
suddenly she had the idea!
L: Really?! What do you think caused the dream?
A: Well, she was studying the American Revolution at school
and she was learning about other wars, too. Nancy also loved
learning about birds in her free time and she says she put her
schoolwork and her interest in birds together! She started
writing the day after her dream. It gave her the idea for the
perfect plot. She also remembered the setting: a forest.
L: So what happened next?
A: Well, when she finished the story, she emailed it to a book
company and they loved it, and so she became a novelist at the
age of twelve!
L: Fantastic! Well, I’ve read Swordbird and I thought some of the
battle scenes were very realistic. Do you know if Nancy does any
martial arts?
A: Yes. While she was writing the book, she learned kung fu. I
think that really helped her to write the battle scenes.
L: And do you know if she still likes kung fu?
A: Yes, kung fu and bird-watching are her favourite hobbies. Oh,
and reading – just like me …
L: So tell us about Nancy’s …
Unit 2, page 28, exercises 2 and 3
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1•15
E = Eva, H = Harry
E: So, what shall we do this weekend?
H: OK, well … I’m just looking at the events guide now.
E: What have they got in this week’s best events list?
H: Well, how about going to Matilda the musical? I really
enjoyed the book.
E: I liked it, too, but I don’t really enjoy watching musicals.
Hmmm … how much is it?
H: The tickets are from £25 to £85.
E: Ummm … I think I’d rather spend my money on something
else. I’ve only got £15 anyway! Let’s do something a bit different.
H: Well, there’s The Zombie Lab! That’s different. I’ve heard it’s
amazing – if you like playing really good games. And it’s free,
too! What do you think?
E: Well, I’d prefer not to. I hate watching horror films, so I’m not
very keen on that idea!
H: Fair enough. Just a minute. I’ve found something
interesting … The Greenwich and Docklands International
Festival – it’s a street arts, theatre, and dance festival and most of
the events are free.
E: That sounds much better than the last idea. I miss listening to
live music. What time does it start?
H: Well, there are lots of different events at different times, so we
can be quite flexible.
E: OK. I’d love to go.
Unit 2, page 32, exercise 3, Review
$
1•17
R = Reporter, W = woman, FD = Frank Delaney
R: Now it’s time for our film review. Pandemic 1.0 is our film of
the week. First, let’s find out what a viewer thought of it.
W: Well, it was very short. A teenage girl was looking after her
younger brother in a dark room when someone, or something,
outside the room tried to get in. It was very dramatic and you
didn’t know what would happen next, but for me the best part
came at the end. That was such a surprise!
R: The plot of Pandemic 1.0 isn’t original. The setting is a small
town, where the local people are suffering from a dangerous
virus. But that’s just one part of the story. Pandemic 1.0 is an
example of how modern technology is changing the way we tell
stories. Film critic Frank Delaney explains:
FD: Pandemic 1.0 uses cinema, the internet, mobile phones and
other technology together. It begins with a film, which had to be
interesting enough to make people want to be part of the story.
They first showed Pandemic 1.0 at a film festival in America, but
the film stopped before the end. The audience, both online and
at the festival, had to take part and help finish the story. They
had 120 hours to work together to find out how to stop the virus
spreading. At the festival, members of the audience looked for
hidden objects while others were researching the virus online.
At the same time, the main characters from the film sent text
messages to them to describe whether the situation was getting
better or worse.
R: Pandemic 1.0 received a lot of good publicity and it was very
successful. The talented man responsible, Lance Weiler, is now
working on new storytelling projects.
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Unit 3, page 37, exercises 3 and 4
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M = Molly, O = Oscar
M: Hey Oscar! I haven’t seen you at any activities yet. Where
have you been?
O: Well, I’ve done lots of different activities, but I don’t think you
would like them.
M: You mean you’ve done sport, sport and … er … sport!
O: Well … yes and … no! I’ve already tried out two new sports:
archery and judo.
M: Did you enjoy them?
O: Well, archery was a bit boring, but judo was really fun! I’ve
decided to take it up as a hobby. What about you? Let me guess
… you’ve chosen the drama class.
M: Of course! You know how much I love the theatre! I’ve only
missed one day so far.
O: I might come along to drama one day.
M: Well, if you haven’t put your name on the list yet, you won’t
be able to, I’m afraid. We’re preparing a play, so you can’t just
arrive on the day.
O: So when is the big performance?
M: Er … on the last day I think, but we haven’t had many
rehearsals yet.
O: Oh right. So what other activities have you done?
M: Well, you’re not the only one who’s been active. I spent
a whole day doing outdoor activities. We did a survival skills
workshop in the morning. I picked up some things that will be
really useful in an emergency. After the survival skills, I did some
rock climbing.
O: Sounds fun. Well, I haven’t only done sport. I’ve also done two
fashion design classes and I’ve made a hat for my friend, Sophie.
M: Has she hidden it in a cupboard?
O: Actually, she’s already worn it twice!
M: I’m sure it looks … er … very nice! Talking about arts and
crafts, I still haven’t done street art and I don’t want to miss out
on the opportunity.
O: I’d like to try street art, too. Why don’t we go together?
M: Great idea. Let’s have a look at …
Unit 3, page 40, exercises 1 and 2
$
1•21
J = Jamal, S = Sara, A = Alice
J: OK, so, we need to get a birthday present for Andy. What
about buying him a rucksack? The one he’s got is really old.
S: That doesn’t work for me. I mean, who wants something for
school as a present?
J: I see what you mean. Well, we could get him a CD. He really
loves music.
A: That’s not a bad idea, but not many people listen to CDs
these days. How about buying him some headphones?
S: Hmmm. That could be a bit difficult. Good headphones are
really expensive. Why don’t we buy him some new jeans? He
wears jeans all the time.
J: We don’t know what size he is though. And I’d rather not buy
him a new skateboard. He never uses his old skateboard. I don’t
think he’s used it once since his accident.
A: OK, I’ve got the perfect idea for Andy’s present. I suggest we
buy him a gift voucher. How does that sound?
T137
J: I’m happy to go with that suggestion. Then he can choose
what he wants and add some money if he wants to buy
something more expensive.
A: Is everyone happy to go with that idea?
J: Yes, definitely.
S: Yes, that’s fine by me.
Project 1, page 44, task 2
$
1•24
S1 = Student 1, S2 = Student 2, S3 = Student 3, S4 = Student 4
S1: Hello and welcome to our presentation. Our first slide shows
what we wanted to find out from our survey and how we did
this. We wanted to discover how many hours students in Year 10
read outside of school each week and we also wanted to know
what they read and how they read it. We learned that they don’t
just read printed books, and that they read a lot more than we
thought. There are 180 students in Year 10 and we talked to 30
students in total. We wrote a survey with four questions. We will
now show you the results and explain them.
S2: Here we can see how many hours students spend reading
every week. The bottom of the chart shows the number of
reading hours, and the side of the chart shows the number
of students. All of the students said that they read for at least
one hour a week. As you can see, the period of time that most
students read for is three hours; eight students do that. And the
period of time with the smallest number of students is six hours
or more; only two students read for six hours a week or more.
S3: On this slide we can see the genres that Year 10 students
like reading. Each colour represents a different type of novel, for
example purple represents fantasy and red represents science
fiction. In fact, these two examples are the most popular genres.
Seven students each like reading them. Another popular
category was detective stories, especially those with a teenager
as the main character. The least popular genre was horror.
S4: The last slide shows two graphs. The first one tells us that
students are reading more online. A lot of students prefer digital
media, especially websites. Eighteen students read something
online every day, and only twelve students read traditional
printed materials every day. The second graph on this slide
shows the languages that students read in. Twenty-one read in
English, four read in Welsh and five read in other languages.
S1: Thanks, everyone. To sum up, it is clear that students in
Year 10 enjoy reading, but fewer people are reading traditional
printed materials such as novels and newspapers.
Unit 3, page 46, exercise 3, Review
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1•25
M = Mandy, S = Steve
M: Hi Steve. Oh, why are you still in your pyjamas?
S: I got up really late this morning and haven’t had time to get
dressed yet. I spent all day yesterday learning how to wakeboard.
M: Wow! Did you have a good time?
S: It was amazing! I can wakeboard for ten minutes now.
M: Oh, … and … er … that’s good, is it?
S: Yes, and it’s the second thing I’ve done on my list.
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M: Oh, you mean from your ‘Ten things to do before you’re
sixteen’ list?
S: Yes, that’s the one. How many things have you done?
M: Five. Recently I’ve taken up rock climbing and I’ve also picked
up a few survival skills, too.
S: I’m impressed! Five! I still haven’t done rock climbing. Maybe I’ll
borrow some of your gear and try it out soon. I’ve also decided to
do something artistic. Have you tried out creative writing yet?
M: No, that’s not on my list because we’ve already done it at
school. My next thing is trail biking. I haven’t done that yet, but
my brother has lent me his bike and I’m doing it tomorrow.
S: That sounds like hard work. Trying to catch up with the other
cyclists is not my thing!
M: Well, you’ll have to find something else to try out soon or
you’ll need to catch up with me on your ‘Ten things to do before
you’re sixteen’ list!
R: We have made our decision. Simon’s team has told us an
untrue fact!
P: Well …
Unit 4, page 51, exercises 3 and 4
I really enjoy listening to the Irish rock group U2. I think they are
really inspiring. They started playing together in 1976 and they
have made lots of great songs since then. They usually play rock
music, although they have also made dance songs and they have
worked with some of the most famous singers in the world. Some
of their songs communicate their opinions on political problems
in Ireland, but they also sing about love and emotions. Their
concerts are well known for being very entertaining. I think U2
are special because they have been successful for a long time in a
business where people often disappear after two or three years.
$
2•02
P = Presenter, S = Simon, R = Rachel, TM = Team member
P: Welcome to Can that be true?, the show where one team says
a ‘fact’ and the other team has to decide if it is true or false. This
week our topic is science fiction and technology. Which modern
gadgets appeared in science fiction before people actually used
them? Actor Simon Goodyear’s team has got the first fact and
Professor Rachel West’s team needs to decide if it’s true or false.
Simon, what’s your fact?
S: OK, here’s our fact: Technology copied TV. And I’ll give you
an example: on Star Trek, a famous TV series about a space ship,
the people used something that they called ‘communicators’ to
talk to each other – just like our mobile phones. The inventor of
mobile phones copied Star Trek. In the same programme they
also browsed texts on small tablet computers.
P: Technology copied TV. Can that be true? Any questions from
Rachel’s team?
R: Yes. How did they use these … er … communicators?
S: They pressed a button, held them to their ears and spoke.
R: And how did they use the tablet computers?
S: Just like today. They used their fingers to swipe the screens
and to scroll down texts.
R: Who used these gadgets?
S: Everyone on the space ship – though they weren’t all people!
R: Right. So who did they speak to?
S: They spoke to each other.
R: And when did Star Trek appear on TV?
S: It first appeared in 1966, but there have been a few films, too.
R: OK, we just need a quick team chat! …
R: So they’re saying that the idea for the mobile phone and the
tablet computer came from a programme that was on TV 50
years ago!
TM: When did people start using mobile phones?
R: In the nineties, I think. Thirty years after this programme started.
TM: But really? How many people invent things after watching
TV? Nobody! Science is more serious than that! Scientists haven’t
invented jet packs just because they appear on TV! Simon’s ‘fact’
sounds false to me! Do we agree it’s false? What do you think?
R: I agree!
P: We need an answer from you, Rachel’s team.
Unit 4, page 51, exercise 5
$
2•03
P = Presenter, S = Simon
P: Well Simon, are they right? Did technology copy TV?
S: Our fact is … true! The idea for the modern mobile phone
came from the TV series Star Trek. One evening in the sixties, after
a hard day at work, an electronics engineer called Martin Cooper
switched on his TV to relax and watch his favourite programme,
Star Trek. But he couldn’t relax because he was fascinated by the
‘communicator’ and he decided that he had to make a real one.
He started work on the project the next day, and in 1973 he
showed the world his new invention: the mobile phone!
Unit 4, page 53, exercise 7
$
2•06
Unit 4, page 54, exercises 1 and 2
$
2•07
1
SO = Switchboard operator, C = Customer, T = Technician
SO: Good morning, WTE Computers. How can I help you?
C: Good morning. Could I speak to a technician, please? I’ve just
bought a computer and I’ve got a problem with it.
SO: Certainly, madam. I’ll put you through now.
T: Hello. You’re through to the technical support department.
What can I do for you?
C: Er … I know this sounds very silly, but I need some help with
my new computer! I’ve lost the instructions and I can’t find the
‘on’ button anywhere! I’ve tried tapping the screen, but …
T: Is it a WTE desktop?
C: Desktop? … er … yes, it is.
T: Well, there is a button, but it’s at the back! Are you sitting in
front of your computer now?
C: Yes, I am.
T: OK, turn the screen around and you’ll see the button in a
corner at the bottom.
C: Just a minute … ah … yes … there it is … oh, how silly of me!
Thank you very much for your help.
T: Don’t worry, madam. Lots of people find it hard to …
2
CS = Customer services, C = Customer
CS: Good afternoon. Customer services department. How can I
help you?
C: Oh, finally! I’ve tried to call your department three times today
but I couldn’t get through.
CS: I’m very sorry, sir. Our phone line is open from 10 to 4 but it’s
best to call during the afternoon. Now, how can I help you?
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C: Could you help me with my e-book reader, please?
CS: We’ll do our best, sir. What’s the problem?
C: Well, I’ve just taken it out of its box, and there’s a small crack
on the screen.
CS: I’m very sorry about that, sir. If you come into the store with
the e-book reader and the receipt, we’ll give you a new one
immediately. Our main store is open from 10 a.m. to 8 p.m. but I
don’t recommend coming in during the afternoon.
C: Oh good. I’ll come in this evening. Thanks.
CS: Thank you for calling. Goodbye.
C: Goodbye.
3
CS = Customer support, C = Customer
CS: Customer support. How can I help you?
C: Ah … hello. I’m calling because I bought a Universe X2
phone last week, but the battery runs out really quickly – after
one phone call – and I have to charge it all the time. Could you
explain how to make the battery last longer, please?
CS: I’m sorry to hear about your problem. It sounds like the
battery isn’t charging fully. Would you like us to put a new
battery in the post for you, free of charge?
C: Oh … yes; that would be great.
CS: OK. I’ll need to take a few details. Can I take your name,
please?
C: Pavel Kowalski.
CS: Would you mind spelling that for me?
C: It’s Pavel: P-A-V-E …
Unit 4, page 58, exercise 3, Review
$
2•09
P = Presenter, DW = Professor Diane Wells
P: On this evening’s programme, Professor Diane Wells is going
to tell us how technology affects the way students study. Good
evening, Professor.
DW: Good evening.
P: Professor, the majority of young people are big users of
technology. But what happens when it’s time to do their
homework?
DW: Well, there are advantages and disadvantages of having
access to the latest technologies when learning. On the one
hand, it can make it difficult to focus. It’s easy to get distracted by
the technology, and students take breaks to text friends, check
their social network page, quickly browse a few favourite sites
… . Before they know it, it’s really late and they still haven’t even
started their homework!
P: OK, but how does technology help students?
DW: In many ways. For example, there are websites that offer
online lessons.
P: Can you give us an example?
DW: Well, one such website is The Khan Academy. It streams free
Maths and Science lessons. If you have a homework problem,
you can switch on your computer, visit the site and scroll
through the list of videos until you find what you need. The
academy has given over 240 million lessons since the website
started in 2006.
P: Who watches these lessons? Are they just for school
students?
T139
DW: No, a lot of young adults watch them because they’re
interested in the topics. They’ve already encouraged some
people to start studying again.
P: Now, …
Unit 5, page 62, exercise 2
$
2•11
1 The local council spent over £600,000 last year cleaning graffiti
off walls and repairing broken bus stops.
2 Police say that there is more fake money in circulation
because criminals have computers and printers that make it
easier to create false bank notes.
3 French police have found 200 kilograms of cannabis in an
empty flat in North Paris.
4 Police stopped two drivers who were going at 120 miles per
hour on the motorway this morning, 50 miles per hour over
the legal limit. The drivers appeared to be in a race.
5 A man was sent to prison today for stealing people’s names
and personal details. The man …
6 A fire in California has destroyed 50 homes and 100 square
kilometres of forest. The police think someone started the fire
deliberately.
7 Police arrested a gang of five people last night for making
copies of people’s bank cards.
Unit 5, page 63, exercises 4 and 5
$
2•12
This week we’re looking at people who break the law in a very
clever way: imposters. We start by looking at the career of one of
America’s most famous imposters – Frank Abagnale.
As a teenager, Frank Abagnale did a lot of shoplifting, but he
soon realized that there was more money in forgery. He stole
more than two million dollars from banks by making and
cashing false cheques. Then, he created new identities which
were very realistic; he became an imposter to make money. He
dressed as a security guard and told airline companies that he
had to collect their money. They happily gave it to him! Soon,
every police officer in New York was looking for Abagnale, so he
had to leave. How? By pretending to be a pilot! Over the years
Abagnale also worked as a university teacher, doctor and a
lawyer. Police finally caught him in France and, after five years in
prison, Abagnale started helping the police catch fraudsters.
Our second imposter, David Hampton, grew up in New York
State, just like Abagnale. At the age of 17, he moved to New
York City, where his ‘career’ as an imposter began two years
later. Hampton was a young man who wanted to go to the best
places and eat in top restaurants. He became an imposter to
enjoy a celebrity lifestyle. He told people that he was the son
of the award-winning actor Sidney Poitier so that he could eat
free meals in expensive restaurants. He also stayed in famous
people’s houses, including fashion designer Calvin Klein’s,
whose clothing brand is world famous. He often stole money or
clothes from the houses. The truth soon came out though, and
Hampton went to prison for 21 months.
After prison, he soon went back to life as an imposter and stole
more people’s identities. He also committed other crimes,
including credit card fraud.
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Unit 5, page 66, exercises 1 and 2
$
2•14
S1 = Speaker 1, S2 = Speaker 2
S1: In the foreground of this photo there’s a young woman
with long, blonde hair. She’s wearing a dark red top and white
trousers and she’s got a black handbag on her right shoulder.
On the left there’s a person’s arm and I think it might be a man’s
arm. The person is wearing a dark blue shirt or jacket and they
are trying to take something from the woman’s bag. Behind the
woman and the pickpocket, there’s another man who’s walking
past them. I can’t see him clearly, but I don’t think he has noticed
that the pickpocket is stealing something from the woman’s
bag. They are all at the top of some stairs and I can see through
some large windows that it is daytime. In the background, at the
bottom of the stairs, there’s a group of people who are about to
walk up. Perhaps they are a family, and I think the stairs must be
the entrance to an underground or a railway station. The people
at the bottom are quite far away and they can’t help the woman.
Actually, she may not notice anything until she opens her bag
and looks for something like her purse or her mobile phone.
Unfortunately, most pickpockets are very good at what they do.
S2: In the background of this photo there is a man who is sitting
at a table in a dark room. There are lots of different objects on
the left and right of the man. I’m not sure where he is – he could
be in a storeroom or he may be in a garage. It certainly doesn’t
look very comfortable! I can’t see the man very clearly because
he is sitting with his back to the camera, but he’s got black hair
and he’s wearing a dark jacket. He’s looking at a painting of a
man with a beard and blue clothes. Above the man, there is a
light which is hanging from the ceiling. On the wall there are
seven paintings which all show the same scene, a dark blue sky
with a bright yellow sun in the corner. They might be forgeries.
Perhaps the man is a forger. At the top of the photo I think there
are some paintings which are drying. They could be forgeries,
too. I don’t know anything about forgery, but I imagine that the
people who commit this crime work in dark places like the one
in the photo.
Unit 5, page 67, exercise 8
$
2•17
On the right, there’s a woman with brown hair who is waving her
arms in the air and shouting. There’s a bag on the floor in front
of her and most of the things have fallen out. The woman has
got a young child with her, who must be her son. The young boy
is holding a small dog on a lead. The dog is barking at the man
in the middle of the picture. The man is wearing blue jeans and
a grey jacket and he’s running away from them. He’s holding a
red mobile phone in his hand, and I think he has just stolen the
phone from the woman’s bag. He must be a thief. He can’t be
picking the phone up to help the woman. In the background,
there are some shops and some people watching the scene.
Behind the woman, there is a man who is watching with a
shocked expression on his face. He could be a shop owner. On
the left, there’s a police officer running towards the scene, and
he could still catch the thief! I hope he does! At the top of the
picture, there is also a security camera, so they might be able to
get a picture of the thief if the police officer doesn’t catch him.
Unit 5, page 70, exercise 3, Review
$
2•18
P = Presenter, AS = Anne Smith
P: … and in town tonight at the City Theatre is Las Vegas
star Apollo Robbins. But what can the audience expect from
Robbins’s show? Anne Smith reports.
AS: Apollo Robbins says it was his brothers who taught him the
skills that have helped him become one of the most popular
entertainers in the USA. However, what they decided to teach
him was not exactly legal. His brothers started pickpocketing
and shoplifting as teenagers and they then moved on to drugdealing. At first, Robbins followed their terrible example and he
learned to become a pickpocket. Luckily, he decided to change
his lifestyle before his first child was born. Robbins started to use
his criminal skills as a magician, and he later moved to Las Vegas.
Life in Las Vegas didn’t get off to a good start for Robbins
because he was the victim of a mugging on his first day. But
he managed to find work and after a few months, he started to
have some success. And his routine at the City Theatre tonight is
certainly different! Robbins actually tells the audience what he’s
going to steal and, although they know it’s going to happen,
they never see how he takes their watches, their wallets or their
jewellery! Come along and …
Unit 6, page 74, exercises 3 and 4
$
2•20
T = Teacher, S1 = Student 1, S2 = Student 2
T: … OK, let’s look at invention number 1. These are called
phone fingers! Who were they invented for? Well, the fingers
were invented for people who don’t want dirty marks on their
touch-screen phones. There are five individual fingers made of
rubber. You put the fingers on and they are worn like gloves.
The fingers allow you to swipe and scroll and still have a nice,
clean screen. Let’s see them in action … Oh … just a minute …
I’ve got two fingers on … . Oh dear, it’s stopped! Now, what
problems do you think you might have with these?
S1: I think they might be a bit inconvenient.
S2: It’s a good idea though! Dirty screens are annoying.
T: Exactly! So the first lesson for you future inventors is that an
invention should be convenient and time-saving.
Right, look at a picture of invention number 2. This is called Strap
Game. It’s a small computer screen on the straps which you hold
when you’re standing on a bus or train. It was created in Sweden,
and the idea is that passengers can play computer games on the
screen with one hand. Cool, isn’t it? It’s also practical because it
gives you the latest traffic and weather news. But at the moment
it’s unfortunately just an idea. Why do you think that is?
S1: Maybe because it’s expensive.
T: That’s a good point; it would be very expensive to install the
Strap Game on buses and trains. So now we have the second
lesson: keep the cost as low as possible.
S2: I’d love to have that on my bus though.
T: Maybe one day!
S1: Have you ever invented anything, Sir?
T: Well, I invented something once, but it wasn’t bought by
many people … well, actually, nobody bought it!
S2: What was it, Sir? What was the …
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Unit 6, page 75, exercise 9
$
2•21
E = Emily, J = Joe
E: When was it invented?
J: Well, a simple form was used about 100 years ago, in the
1920s. Old pieces of wood were tied together so that people
could go down mountains quickly. But it wasn’t very practical
because people often fell off and lost their pieces of wood.
E: Are you talking about skis?
J: No, but you’re close! The modern form wasn’t made until
1965. It was built by putting two skis together. It was very fast,
but it was impractical because it was difficult to stay on.
E: Who was it used by?
J: Mostly by young people. It became very popular when a new
model was designed. It was more reliable because it had special
spaces for people’s feet.
E: I know, I know! It’s a snowboard.
Unit 6, page 77, exercises 8 and 9
$
2•23
In 1891, Canadian James Naismith was teaching PE at a secondary
school. His students couldn’t do sport outside because of the
cold winter, so Naismith had to invent a new indoor team game.
Naismith had a difficult job, but he invented a game which has
become one of the most popular sports in the world.
A football was used and matches were played by two teams of
nine players. These players were not allowed to run with the ball.
A point was scored when the ball was thrown into a fruit basket
that was about three metres off the ground. After every point,
someone had to climb up and take the ball out of the basket!
Today, the rules have changed a little. The ball which is now
used is a basketball. Matches are played by two teams of five
players, but players are still not allowed to run holding the ball.
Depending on the distance, two or three points are scored
when the ball goes through a hoop. And although the hoop, not
a basket, is still three metres off the ground, nobody has to climb
up to get the ball!
Unit 6, page 78, exercises 1 and 2
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2•24
W = Waitress, A = Amy, An = Anja, T = Tomas
W: Here are your menus. I’ll be back in a few minutes to take
your order.
A: Thank you. … I really hope you like it here! It’s my favourite
restaurant. They invent different types of burger! There are six
burgers on the menu, but only one is made with beef! There’s a
classic beefburger and there’s also a chicken burger, and they’ve
both got organic tomato, lettuce and red onion in them.
An: Organic?
A: Yes, the fruit and vegetables are grown on farms that don’t
use artificial chemicals.
T: Well, the classic burger and chicken burger sound delicious!
A: There’s also a vegetarian burger with tofu and mushrooms.
T: Tofu? What’s that made with?
A: It’s a soft, white food that’s made with soya.
An: I don’t like the sound of that! Anyway, I can’t resist meat.
A: Well, tofu is cooked on the grill, so it doesn’t taste that different.
You should try it. I used to be a vegetarian and I used to eat a lot
of tofu.
T141
T: I’m not sure. I’m not very keen on vegetarian food … does
that say Australian burger?
A: Yes, it does.
An: That’s not made with … it’s not kangaroo, is it?
A: Er … yes, it is.
An: Have you ever tried it?
A: Yes, I have actually. It tastes good.
An: What does it come with?
A: Chips and salad.
T: I’m fond of trying new things, but kangaroo meat?! The idea
of the vegetarian burger doesn’t seem so bad now! But I think I’ll
go for the classic burger.
A: Wait a minute! There are two more burgers that I haven’t told
you about yet.
Unit 6, page 84, exercise 3, Review
$
2•26
P1 = Presenter 1, P2 = Presenter 2
P1: Welcome to the Protect and Preserve Your Planet podcast. This
week we’re going to look at simple things that you can do to
protect the environment.
P2: Let’s start with food: to be green, eat your greens! Vegetables
are good for you, but buy them from the market or the local
shop.
P1: That’s right. Choose a shop where food isn’t sold in plastic
bags, boxes or covered in plastic. This packaging is thrown away
and then buried in landfill sites, where it poisons the Earth.
P2: And remember to eat local fruit and vegetables! A lot of
our food is brought here from other countries by plane, and the
planes pollute the planet on their journey!
P1: Yes, that’s a big problem! Now, let’s take a look at clothes.
P2: Clothes manufacturers are giving more and more
information about the materials that are used in their products.
Buy from companies that recycle old clothes to make new
clothes. That way you’ll not only look cool, you’ll also feel
good. Why not try to reuse some of your own clothes, too? For
example, don’t just throw away your old jeans; make them into
shorts for the summer.
P1: The next thing is your computer: don’t forget to switch it off!
P2: Yes, you can reduce the amount of energy your computer
uses by around 50% every year, just by switching it off every
night. You will also save your parents around £50 a year in
electricity bills!
P1: Good idea! And perhaps they’ll spend the money they save
on you!
Unit 7, page 85, exercise 2
$
3•01
C1 = Commentator 1, C2 = Commentator 2, C3 = Commentator 3
1
C1: All eight runners are ready. ‘On your marks … get set …
go!’ … and they’re off … the American starts brilliantly … he’s
out in front … but here comes the Jamaican … the Jamaican is
racing through and he takes it again! The American gets silver!
And … yes, it’s a new record. Oh wow. How fast is that?!! 9. …
2
C2: … oh no, she’s fallen. Now, she’s up and running into the
final twist … and that’s a perfect landing. A good, lively routine,
but that fall will cost the Chinese gymnast valuable points.
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3
C3: They haven’t stopped for more than two hours now … their
legs must feel tired. The Kenyan leader can see the stadium
ahead of him, and there are only a few minutes between him
and a medal. Can he keep going?
4
C1: Oh wow! What a move! This group is showing an amazing
ability to move their bodies in all kinds of different ways in this
final dance routine!
5
C2: A very, very impressive lift. He held the barbell weighing nearly
200 kg above his head just long enough to win the gold medal.
6
C3: They can hear the music underwater so that all their arm
and leg movements are at exactly the same time … and the
Spanish girls are really working well together. What an amazing
example of team work!
7
C1: … and it’s on the outer gold ring of the target – that’s nine
points. Almost perfect! He’ll win gold for Great Britain with his
next shot if he hits the centre of the target. He’s pulling back
the … Oh no! He’s …
Unit 7, page 88, exercises 2 and 3
$
3•03
P = Presenter, F = Francis
P: We had over 300 entries in our ‘Architects of the next
generation’ competition. All our young entrants designed their
home of the future and today we have our winner, 15-year-old
Francis Derby, with us. Francis, congratulations! Your drawings
look fantastic!
F: Thanks very much!
P: Technology is already making our lives easier: no one needs
to mow the lawn or mop the floor anymore because small
robots can do it for us. Your design shows that homes of the
future will be full of even more time-saving technology, doing
all those jobs nobody wants to do. Could you take us on a tour,
Francis, and start with the bedroom? Actually, this room doesn’t
look very futuristic. The bed isn’t made, and there are clothes and
rubbish all over the floor. It’s definitely a teenager’s room, but is
there anything different about it?
F: Well yes, there is! To open or close the blinds you just give
a command, like ‘Close blinds’. You can also change the colour
of the walls or the pictures on them when you’re bored! Just
tell the computer! Voice recognition technology is popular on
smartphones and I think it’ll be more common in our homes
very soon.
P: That’s a good start! And what if you want to make sure that
you haven’t forgotten anything for school?
F: No problem. The walls, desks and doors will operate as
computer screens. They’ll communicate with microchips in
books and tell the teenagers of the future what they need to
pack in their schoolbags.
P: Cool! OK, so the teenagers of the future will be very organized
for school, but they won’t find clean clothes anywhere!
F: Well, you’re wrong there actually. All these clothes are clean.
No one will need to change the sheets or do the washing
because our sheets and clothes will clean themselves when light
hits them.
P: So, if someone wants to clean their clothes …
F: … they just turn on the lights. Because your clothes are
always clean, there’s no washing machine in the house.
P: So we’ll save time and energy! Everything will be easier and
greener, too! Now, let’s move on to the kitchen …
Unit 7, page 90, exercise 1
$
3•04
India is in southern Asia and has a population of around 1.2
billion people. That’s the second largest population in the
world after China. The people of India speak a lot of different
languages. There are 22 official languages including Bengali,
Urdu and Punjabi, and English is also an official language. Many
non-official languages and dialects are also spoken in India. The
capital city is New Delhi, but the capital isn’t the most populated
city. Mumbai in the west has the largest number of residents.
Agriculture, manufacturing and information technology are
some of the biggest industries.
Unit 7, page 92, exercises 2 and 3
$
3•07
G = Girl, M1 = Man 1, W1 = Woman 1, M2 = Man 2, W2 = Woman 2
G: Excuse me, how do I get to Heathrow Airport from Charing
Cross station?
M1: Well, the underground is the cheapest, but you’ll have to
change. First, take the Northern Line, that’s the black line, to
Embankment.
G: How many stops is that?
M1: Only one. At Embankment, you change to the Circle line,
the yellow line, and then change again at South Kensington,
which is five stops away. At South Kensington, take the Piccadilly
line all the way to Heathrow.
G: What colour is the Piccadilly line?
M1: Dark blue.
G: Great. Thanks very much.
…
W1: Good morning, madam. Where are you flying to?
G: To Delhi.
W1: OK. Would you like a window or an aisle seat?
G: Window, please.
W1: Has anyone interfered with your bags since you packed
them?
G: Er, no. I don’t think so.
W1: Do you have any hand luggage?
G: Just this bag.
W1: Thank you. Here’s your boarding card. You can go through
security to the departure lounge now. Your flight leaves from
gate 54.
…
M2: Where to?
G: Delhi central station, please.
M2: No problem
G: How long does it take to get there?
M2: Well, it depends on the traffic, but around 35 minutes.
G: How much is the fare?
M2: About 140 rupees.
…
G: Excuse me, which platform does the train to Jaipur leave from?
W2: It leaves from platform 4.
G: How often do the trains go to Jaipur?
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W2: Every couple of hours. There are 13 trains a day.
G: Great. And can I get a ticket on the train?
W2: No, madam. You have to buy one from the ticket office.
Unit 7, page 96, exercise 3, Review
$
3•09
H = Helen, T = Tom
H: Hi Tom. Are you reading anything interesting?
T: Yes. It’s an article that compares the jobs teenagers do at
home today with those they did forty years ago. Look at this list.
H: Hmm … Nothing has changed, has it? I mean, everybody still
changes the sheets on their beds and empties their bins.
T: Yes, but the jobs we do today don’t take much effort. I mean,
anybody can set a table before a meal or tidy their bedroom.
Those jobs take five minutes. This article says that in the past,
most teenagers washed the dishes and wiped the worktop after
dinner. A lot of them also helped cook meals.
H: Well, I don’t think they’d let me do that in my house again. I
tried cooking something for my family once, but nobody ate it!
I was really upset! It took all afternoon to make pasta, and they
said it wasn’t cooked properly.
T: That’s the point though, isn’t it? We need to cook regularly to
become good at it.
H: Or everyone will lose a lot of weight in my case … !
T: But seriously, what big jobs do you do at home?
H: I mow the lawn every weekend in the summer. And I helped
my dad paint the garage door last weekend.
T: Oh, really? I don’t do anything like that.
H: Well, perhaps the article is comparing you with teenagers of
forty years ago! Things in my house haven’t changed, and they
won’t change any time soon!
Unit 8, page 97, exercise 2
$
3•10
P = Presenter, SL = Su Lin
P: Welcome back! Before the break, we looked at the
characteristics of the animals in the Chinese zodiac with expert
Su Lin. But how do you know which animal represents which
year? Su Lin, can you help?
SL: Sure. Well, the Chinese calendar works on a twelve-year
cycle. According to an old legend, the gods asked twelve
animals to represent the years. The animals had a race to decide
which year they’d represent. The rat won the race, so the first
year is the year of the rat.
P: Thanks, Su. Here’s the complete cycle and some of the years
they represent. Which animal are you? …
[Su Lin and presenter alternating:]
The year of the rat: 1996, 2008
1997, 2009: year of the ox
1998, 2010: year of the tiger
Year of the rabbit: 1999, 2011
Year of the dragon: 2000, 2012
2001, 2013: year of the snake
2002, 2014: year of the horse
Year of the sheep: 2003, 2015
Year of the monkey: 2004, 2016
Year of the rooster: 2005, 2017
Year of the dog: 2006, 2018
Year of the pig: 2007, 2019
T143
Unit 8, page 100, exercises 3 and 4
$
3•14
J = Jack, K = Kate
J: Hi Kate.
K: Hi Jack. Have you seen the message I posted online? We’re
meeting up at seven tonight.
J: Yes, I saw it. But did you see Tom’s mum’s comment? She
wrote it under your post!
K: I didn’t know parents were members of our class page!
J: They’re not, but Tom left the page open on his computer and
his mum wrote ‘If Tom doesn’t tidy his bedroom, he won’t be
able to come tonight.’
K: Oh no! I would be so embarrassed and really angry if my
mum did that!
J: Me, too! I can’t believe it. I fall out with my parents all the
time and they always tell me off, but I don’t think they would do
anything that bad. I hope they wouldn’t anyway!
K: What a nightmare! Poor Tom. I hope he comes out tonight.
J: I suppose he will if he tidies his room!
K: At least Tom’s mum doesn’t make terrible jokes all the time.
My dad is so embarrassing. I get on well with him most of the
time. But when I have friends round and he starts making jokes,
I can’t stand it. He always repeats the same ones, and they aren’t
even funny the first time! He thinks he’s really cool, so I just have
to put up with it.
J: At least he tries to make you laugh. If my dad told terrible
jokes, I wouldn’t worry. But his behaviour is much worse.
K: What do you mean? Your dad’s really nice.
J: Most of the time, but what about his favourite type of music? He
picked me up from football training the other day playing reggae
music really loudly on the car stereo with the car windows open.
He was wearing dark glasses and a stupid hat! It was not cool.
K: You’re crazy. There’s nothing wrong with reggae music – I
think it’s good, and I like his hat! What would you say if we
swapped dads for a few days?!
J: Fine by me. We can arrange it tonight! See you later.
Unit 8, page 103, exercise 7
$
3•16
M = Mark, L = Lisa
M: Where are you going this summer, Lisa?
L: To the Island Games.
M: To the what?
L: The Island Games! It’s a sports competition for people who
live on islands, and I’m going as part of the Isle of Man sailing
team!
M: Oh wow! I didn’t know anything about this! So, how many
other sports teams have we got?
L: To be honest, I don’t know. But there are eighteen different
sports in total. There’s archery, sailing, football, basketball,
athletics … lots of different sports.
M: And when does it take place?
L: It takes place in the summer and lasts for six or seven days.
M: And where are you going?
L: To Greenland! I was a bit disappointed when I heard that
because even though it’s in July, the water will be freezing up
there! I was hoping it would be in Menorca. I wouldn’t mind
falling into the warm Mediterranean!
M: So does it take place on a different island each time?
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L: Yeah. The games are held in a different place every two years.
M: Sounds like fun!
L: It is! It’s really a great way to see different places and meet
new people.
M: I’ll have to start training!
Unit 8, page 104, exercises 2 and 3
$
3•17
MR = Mr Roberts, D = David
MR: Ah, David. You’re very late! Do you know that we had to play
with our two best players missing today? You won’t be surprised
to hear the result. We lost 17–6.
D: I know, Mr Roberts. I apologize for not playing and I’m really
sorry about letting the team down but I can explain …
MR: I hope you can! We really needed to win this game. We
already had to replace Mike Evans. He’s injured with a broken
leg! You know that in volleyball every player counts!
D: I promise it won’t happen again. The thing is …
MR: David, I hope it’s a good excuse! Everybody else was in the
sports hall ready to start at 9 a.m.!
D: It is! My dad was driving me to school when his car broke
down. We had to wait two hours for someone to come and fix it!
MR: Oh, I’m so sorry. That sounds really annoying.
D: That’s all right. I’m sorry, too. Next time I’ll remember to take
my mobile with me!
Unit 8, page 104, exercise 5
$
3•18
1
MJ = Miss Jones, M = Mark
MJ: OK, so has everybody handed in their homework? Mark,
have you given me yours?
M: Er, no Miss Jones. I’ve done it, but, well, I’ve lost it.
MJ: Oh come on. You’ve got to be better organized, Mark. Unless
you do your homework, you won’t get good marks in your
exams.
M: I’m really sorry about that, Miss. It won’t happen again.
2
S = Steffi, L = Louise
S: Louise, I completely forgot about your jacket. I’ve left it at
home. I’m so sorry.
L: Don’t worry about it. I don’t need it tonight.
S: OK, well, I’ll bring the jacket in tomorrow.
L: Tomorrow will be fine.
Unit 8, page 108, exercise 3, Review
$
3•20
P = Presenter, F = Fiona
P: How would you feel if you met someone you knew in
the street, but you couldn’t remember their name? Or if your
grandmother told you off in front of all your friends? Moments
like these cause one of the worst feelings that a human can
experience: embarrassment! So what should we do when we
find ourselves in these kinds of situations? Here’s psychologist
Fiona Evans.
F: The first thing to do is to laugh at yourself. If you do, the
situation will seem less important. If you don’t, somebody will
soon realize that you feel upset about what has happened
and mention it again and again. And if it happens in front of
someone who likes to talk a lot, they will probably tell the whole
world, and you might end up falling out with that person.
Instead, you should be the first one to tell everybody. Make it an
amusing story and tell your friends the next time you see them.
Of course you might feel really bad about what happened,
but you should remember that it’s in the past now. Be sensible
and don’t spend time worrying about something that you
can’t change. And, if you also remember that everyone has
embarrassing moments, you will soon learn to forget about yours!
Unit 9, pages 112–113, exercises 4 and 5
$
3•22
R = Rachel, S = Susie
R: Hi Susie. Where were you yesterday? We all went to the
fashion exhibition to do research on our class projects. The
teacher told me to work with Simon as my partner on the tour. I
was really angry about it.
S: Oh Rachel, that’s terrible. I’m so sorry but I really was sick. My
mother told me to stay in bed.
R: Don’t worry about it. In the end, it was OK. Would you like me
to help with your class project? The tour guide gave us lots of
interesting information.
S: Oh, that’s a great idea. My project is on shoes, coats and shirts.
Why don’t you read the notes you took?
R: OK, let me see. She told us that espadrilles were first worn
by agricultural workers in Spain in the 14th century. They were
also worn by soldiers. She said that the Inuit people in the Arctic
Circle invented hard-wearing, full-length anoraks. Inuit anoraks
were covered in fish oil to make them waterproof while the Inuit
hunted on the ice or in their kayaks.
S: Great. Did she say anything else?
R: Erm, she said that Hawaiian shirts were originally made by
a Chinese shop owner based in Hawaii. He had lots of extra
material from Japanese kimonos so he decided to sew them
together to make loose, colourful shirts. They became popular
with American soldiers returning through Hawaii from Asia
after the Second World War. When the soldiers then returned to
their home towns in their new patterned shirts, they became
fashionable all over the country.
S: That’s great. Do you have any information about flip flops or
Wellington boots?
R: Hmmm… no. How about doing some online research to find
out more?
S: That sounds like a good plan. What was Simon like on the tour?
R: He was awful! The tour guide told us to turn off our mobile
phones. He didn’t. She told us not to touch the exhibits. Simon
tried to put on the museum anorak.
S: That’s dreadful! What happened next? Did the tour guide tell
him off?
R: Of course. She suggested he wait outside until the tour was
finished. It was so embarrassing!
Unit 9, page 115, exercise 8
$
3•26
P = Presenter, T = Tony
P: Hello and welcome to UK, OK! where we continue looking at
the four countries that make up the United Kingdom. Today we’re
in Scotland, exploring some of the symbols which represent the
country. With me in the studio is Tony McArthur. Now Tony, let’s
start with the kilt. It’s basically a patterned skirt, isn’t it?
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T: Well, it’s a bit more than that! The kilt is called the ‘National
Dress of Scotland’, and it is well-known throughout the world. To
Scottish people, it is a symbol of honour and pride. Kilts come
in many different colours, and patterns, called tartan, which
represent different groups, families, and even institutions.
P: Some historians say that the modern version of the kilt
was invented by an English immigrant to Scotland, Thomas
Rawlinson. That’s quite surprising, isn’t it? A symbol of Scotland
invented by an Englishman?
T: Well, the original kilt was a full-length item of clothing, which
was worn by Scottish men in the 16th century. One story says
that workers in the 18th century found the kilt uncomfortable,
and Rawlinson decided to make it shorter. But not many people
believe that, and it’s certainly not what we believe in Scotland!
P: I see, so let’s …
Unit 9, page 116, exercise 2
$
3•27
C = Chair, P1 = Player 1, P2 = Player 2, P3 = Player 3
C: OK, so we all know why we’re here. The council wants to build
a petrol station on our basketball court, and we all want to fight
to save it. What we need now are ideas for the campaign to save
the court. Does anyone have any suggestions?
P1: Well I think we need to contact the media. The TV is a great
way to let people know what’s happening.
P2: I’m not so sure about that. One disadvantage of our situation
is that it’s very local and not big enough for TV stations. Our
neighbours need to know that our basketball court is going to
be replaced by a petrol station. I think we should demonstrate in
the street in front of the basketball court and stop the traffic.
C: Demonstrate in the street? Can you explain why?
P2: Because people would notice us and they’d want to find out
why we were doing it.
P1: And they’d want us to stop! The main problem with your
idea is that we would annoy the neighbours and make them
angry with the club!
P3: Good point. I think the best idea is to start a petition.
C: Why do you think that?
P3: Well, we need to form a partnership with the neighbours. If
we explain that the petrol station will create a horrible smell and
more traffic, I’m sure they’ll support us and sign our petition.
P1: That sounds like a good idea. An important thing about the
neighbours is that they can vote. We’re too young to vote, and
the council won’t listen to us.
P3: Another advantage of a petition is that the local newspaper
might be interested in it. If it looks like a serious campaign, they
might include a story on it and then more people will know
about what we’re trying to do.
C: Great! We’ve got a plan, so let’s decide who is going to do
what. Now …
Project 3, page 120, Task 1
$
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N = Nanda, J = Joshua
N: Hello and welcome to our city, the city of Coventry. Coventry
is the thirteenth biggest city in the UK and it is right in the
middle of England.
J: In fact it’s the furthest English city from the sea.
T145
N: We’re going to introduce you to two things which we love
about our city. Here you can see Coventry Cathedral, the city’s
most famous building.
J: And this is Coventry Stadium, home to Coventry Bees, the
city’s speedway team. Speedway is a motorbike sport which is
popular in Northern Europe and involves races between four
riders, two from each team. If you go to the Coventry Stadium,
you will smell and hear the motorbike engines before you enter.
I love it! The riders need good balance and coordination and the
Coventry team is one of the best in the country.
N: And now for a bit of peace and quiet! In the city centre, you
will discover that Coventry has actually got two cathedrals. This
is the old one, which doesn’t have a roof! It was destroyed in the
Second World War. After the war, they decided to build a new
cathedral as a symbol of peace. It was one of the few cathedrals
built in the 20th century. It was finished in 1962 and, at first, a lot
of people complained about its modern design, but since then it
has become a popular tourist attraction.
J: So there you have it: Coventry, a city with interesting tourist
sites and an exciting sports scene!
Unit 9, page 122, exercise 3, Review
$
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P = Presenter, S = Sian
P: Our clothes not only protect us, but they also tell the world
something about us, and we have psychologist Sian Davis with
us today to explain exactly what they say. Sian, over to you.
S: Thanks, Matt. Well, clothes tell us about individuals and about
society. For example, studies have shown that when there are
financial problems, long skirts come back into fashion.
P: Really?
S: Yes, and colourful patterned clothes are seen less often, too.
It’s also interesting to note that in hard times, casual clothes are
worn less often to work. Our work clothes become darker and
more formal. More hard-wearing clothes are also common at
these times because we have less money to spend and want
them to last longer!
P: I see. So if we see bright, patterned clothes everywhere,
shorter skirts and more casual work clothes, then things are
getting better!
S: That’s right!
P: And what does a person’s clothes tell us about them?
S: Well, at first sight, they show if we are worried about being
fashionable or not. People who wear the latest fashions are
those who visit shops, notice what is new and as soon as it
appears in the shops, buy it.
P: So someone who doesn’t wear the latest and most expensive
fashions is not interested in their look?
S: Not necessarily. Just because people don’t wear the latest
fashions doesn’t mean their clothes are old, cheap or oldfashioned. It often means that they have more confidence in
how they look and they spend their money on stylish clothes
which never go out of fashion.
P: Now, what about …
Audio scripts
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Unit 4, page 126, Focus on ICT, exercise 4
$
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… now let’s look at the three most common types of networks:
LANs, MANs and WANs. At home, if you have more than one
computer or smartphone, then you probably use a LAN. For
example, if you have two computers and three smartphones
but only one printer. If both your computers and your phones
are connected to the printer so that they can all use it, we call
that small network a LAN. Also, here at school we use a LAN
to connect all our computers, printers and other devices such
as photocopiers and white board projectors. However, to use
the internet, your LAN at home and our LAN at school have to
be part of a much bigger network that connects them to the
outside world, and that’s called a WAN. Finally, there is another
type of network that is between a LAN and a WAN, and we call
that a MAN. You’ll find MANs at places like the local university.
The university has lots of different buildings, but the computers
in all those different buildings are connected to one university
network, the university MAN. If you want to send something
within the network, you’ll use a MAN. But if you want to send
something outside of the network, you’ll use a WAN. Well, I hope
that is not too confusing and …
Unit 6, page 128, Focus on PE, exercise 4
$
4•07
Gaelic football
Gaelic football is played in Ireland and in places like America
and Australia where there is a large Irish population. It is played
by two teams, with fifteen players on each team. It’s played on
a pitch that looks like a rugby pitch. In fact, when people see
a Gaelic football match for the first time, they often say that
it looks like they are playing football and rugby at the same
time! The players can run with the ball in their hands for a short
distance and then they have to pass it with their hands or their
feet. The goals are like rugby posts, but the bottom part has a
net, like a goal in football. If players kick the ball or hit it with
their hand over the posts, they score a point. If they do the same
thing, but into the net, they score three points.
Audio scripts
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Workbook answer key
Vocabulary
3
4
5
6
4 1
4
Adjectives: emotions
Grammar and Vocabulary
page 4
Starter
1 1
5
2 1
4
funny 2 nervous 3 tired 4 lonely
angry
excited 2 surprised 3 relaxed
funny 5 lonely
Verbs: experiences
3 1 D 2 E 3 F 4 A 5 B 6 C
4 1 made, have, have, sunbathe
2 went, cooked
5 1 I like having a lie-in
2 I’m going to have a sleepover
3 feels worried
4 some really funny stories
5 to cook a healthy meal for everyone
page 5
2 T
3 DS
4 T 5 F
6 DS
Grammar
Past simple
2 1
5
3 1
5
4 1
2
3
4
5
were 2 had 3 didn’t 4 did
didn’t 6 was
went 2 cooked 3 felt 4 bought
made 6 watched
Did Alan go to the library yesterday
evening?
We didn’t have a long lie-in on
Saturday morning.
I didn’t have a problem.
Anne didn’t tell me about the trip.
Did they dance all night?
page 7
Vocabulary
Food
1 1
4
2 1
4
yoghurt 2 carrot 3 salt
chicken 5 cheese 6 sugar
crunchy 2 spicy 3 sweet
healthy 5 tasty
Comparative and superlative
adjectives
3 1
4
6
4 1
3
6
5 1
4
the best 2 than 3 worst
the most important 5 more
tasty
healthiest 2 sweeter
as cheap as 4 worst 5 hotter
most important 7 as crunchy as
most beautiful 2 cheap 3 tastier
better 5 good 6 nicer
Writing
6 Students’ own answers.
page 8
Vocabulary
Holidays
1 1 A 2 C 3 A 4 B 5 C 6 B
2 1 hotel 2 souvenirs 3 places
4 abroad 5 postcards 6 people
Grammar
Present simple and present continuous
3 1 ’re looking
2 spends
3 1
2
3
4
5
6
7
easy-going, strict
compulsory, voluntary
acceptable, unacceptable
direct, indirect
well-behaved, badly-behaved
common, rare
honest, dishonest
Extra vocabulary
4 1 homesick 2 settled into 3 at home
4 missed
page 9
Grammar
Modals of obligation and prohibition
1 1 B 2 D 3 A 4 C
2 1 don’t have to wear
2 have to / must clean
3 have to / must finish
4 mustn’t be
5 doesn’t have to do
6 mustn’t forget
7 have to / must go
8 don’t have to watch
3 1 had to study for my exams last week
2 mustn’t use your mobile phone
during the film
3 don’t have to get the bus
4 have to / must be silent in the library
5 didn’t have to go on our school
Geography trip
6 has to / must practise every week
before the concert
Consolidation
4 1 Did you have 2 compulsory
3 had 4 strict
5 easy-going 6 didn’t have to
page 10
Unit 1 Time for change
page 6
T147
5 1 are sitting 2 aren’t going 3 abroad
4 accident 5 flight 6 place
7 passport 8 ’re waiting 9 loses
10 ’m writing 11 am
Grammar
Reading
1 1 F
is buying
is she talking
doesn’t like
does the travel agency open
’m writing 2 hires 3 ’s swimming
’re meeting 5 tells 6 takes
Vocabulary
Adjectives: behaviour
1 1
4
6
8
2 1
3
6
8
strict 2 unfair 3 indirect
badly-behaved 5 common
dishonest 7 unacceptable
compulsory
compulsory 2 easy-going
well-behaved 4 unfair 5 rare
common 7 voluntary
badly-behaved
Vocabulary
Adjectives: personal qualities
1 1 SOCIABLE (example)
2 LOGICAL
3 ARTISTIC
4 ORGANIZED
5 CREATIVE
6 CONFIDENT
Hidden word: ACTIVE
2 1 creative (example) 2 sociable
3 hard-working 4 an organized
5 curious 6 confident
‘B’ answers make a good leader.
Workbook answer key
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3 1 confident 2 adventurous
3 ambitious 4 active
5 mathematical 6 hard-working
4 Suggested answers:
1 Doctors need to be confident because
they do a job that affects people’s
lives. They must be hard-working too
because they work very long hours.
2 Scientists need to be logical because
they have to solve problems. They
must be creative too so that they can
think of new ideas.
3 Journalists need to be creative
because they have to write articles.
They must be sociable too because
they have to talk to a lot of different
people.
4 Film producers need to be organized
because they have to do many
different things. They must be creative
and artistic too to make good films.
5 Presidents need to be hard-working
and confident because they have to
make very important decisions. They
also must be sociable because they
have to talk to a lot of people.
page 11
Grammar
Modals of ability, permission and
advice
1 1 Can Jack write in Arabic?
2 Sandra ought to visit the art gallery.
3 Will we be able to practise German in
Berlin?
4 Helen should write adventure stories.
5 Tom won’t be able to attend the
interview.
6 They couldn’t go to the cinema last
night.
2 1 should go / ought to go abroad
2 can
3 Should I go
4 won’t be able to speak
5 ought to do / should do
6 couldn’t go
7 Could you play
8 will be able to ski
3 1 won’t be able to
2 could
3 ought to / should
4 couldn’t
5 can
6 could
7 ought to / should
Consolidation
4 1 can 2 active 3 ought
4 adventurous 5 should 6 creative
7 hard-working 8 be able
Cumulative review Starter and Unit 1
page 12
6 1 A 2 B 3 A 4 B 5 C
8 C 9 A 10 B
Reading
1 1 B 2 C 3 A
2 1 hundreds 2 teens 3 lions 4 save
5 traditions
3 Suggested answers:
1 it showed that a boy was ready to
become a man
2 try and protect the big cats, not kill
them
3 also stop lions attacking them and
their communities
4 the Maasai culture survive
5 it creates jobs for the Maasai people
6 it means that their culture will be able
to continue in the future
page 13
Writing
page 16
Unit 2 Storytelling
Vocabulary
Adjectives: opinions
1 1
5
2 1
3
5
3 1
4
7
D (example) 2 F 3 A 4 E
C 6 B
hilarious 2 informative
disappointing 4 realistic
terrifying
original 2 predictable 3 realistic
hilarious 5 dull 6 terrifying
enjoyable
1 1 active, tall, young
2 big, old, brown
3 fantastic, enormous, modern
4 great, new, green
5 smelly, old, grey
6 ugly, big, pink
2 a team player
3 Paragraph 1: rules about what they have
to wear
Paragraph 2: how often they must train
(example), when they don’t have to train
Paragraph 3: when they play matches,
where they play, what the coach is like
4 Students’ own answers.
page 14–15
Review
Vocabulary
3 H
4 B
5 E
Extra vocabulary
2 1 tribe 2 ceremony 3 fit in
4 status 5 warriors 6 hunt
Word builder: noun suffixes 1
3 1 arrival 2 arrangement
3 connection 4 survival
Grammar
4 1 don’t have 2 will be able to
3 couldn’t 4 have 5 allowed to
Practical English
5 1 awful 2 exciting
3 was it like 4 sounds 5 you feel
6 understandable 7 shame
4 1 box office 2 talented 3 publicity
4 special effects 5 audience
6 income
page 17
Grammar
too, too much, too many, (not) enough
1 1
4
2 1
4
7
3 1
2
3
4
5
6
not enough 2 too 3 too much
enough 5 too many 6 enough
too much 2 enough 3 enough
too 5 enough 6 too many
too much 8 too
I’m too short
was long enough
there were too many people
too much TV
there is not enough action
too short
Consolidation
4 1 B 2 A
8 A
3 B 4 C 5 B 6 C
7 B
page 18
Vocabulary
Books and films
1 1 beginning 2 hit 3 reviews
4 awards 5 bestseller 6 ending
2 Across: 1 film director
2 main character 3 setting
Down: 4 plot 5 novelist 6 critic
3 1 bestseller 2 film director 3 review
4 beginning 5 plot 6 novelist
7 main character 8 setting
4 Students’ own answers.
Workbook answer key
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7 B
Extra vocabulary
Look at language: order of adjectives
1 1 F (example) 2 A
6 D 7 C 8 G
6 A
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page 19
Extra vocabulary
3 1 How long have you been at your
school?
2 How long have you known your best
friend?
3 How long have you spoken English?
4 How long has your teacher worked at
your school?
5 How long have your parents had their
mobile phones?
Students’ own answers.
2 1 jokes 2 gift 3 performer
4 audience 5 special effects 6 live
Consolidation
page 22–23
Grammar
Review
Past simple and past continuous
Vocabulary
1 1
4
2 1
4
3 1
1 1 terrifying 2 setting 3 informative
4 bestseller 5 award 6 beginning
7 hilarious 8 enjoyable
2
3
4
5
6
when, PS 2 while, PC 3 when, PS
while, PC 5 while, PC
met 2 wrote 3 when
were eating 5 was reading 6 while
I was writing my new blog post when
Charlie called my mobile.
What was El doing when she thought
of the idea?
We came home while Ewan was
watching a film.
Why weren’t you doing your homework
when I got home?
Were you at the party while the band
was playing? / Were you at the party
when the band played?
Beth was riding her bike when she
saw the strange cat.
Word builder: adverbs of degree
3 1 stronger 2 weaker 3 stronger
4 stronger
Grammar
4 1 F 2 G 3 B
7 E 8 A
4 H
5 D 6 C
2 c
3 a 4 c
5 b
6 a
Consolidation
Cumulative review Units 1 and 2
4 1 main character 2 was wearing
3 when 4 saw 5 was speaking
6 took 7 bestseller 8 novelist
9 hits 10 critics 11 plot 12 was
13 agreed 14 loved
6 1 creative 2 loves 3 younger
4 played 5 hard-working 6 does
7 has 8 doesn’t have to 9 played
10 awards 11 won 12 critics
13 reviews 14 will be able to
page 24
page 20
Reading
1 1 D 2 B 3 A 4 C
2 1 the book company 2 the film studio
3 Beth 4 many teens 5 Beth
3 Suggested answers:
1 When Beth wasn’t studying, she was
writing.
2 When Beth couldn’t find good books
to read, she decided to write her own
book.
3 Beth put her story on the internet and
it became very popular.
4 Beth’s book may become a film.
5 Students’ own answers.
6 Students’ own answers.
page 21
1 1
3
6
2 1
3 1
4
7
4 1
2
Vocabulary
4
Money and shopping
5
1 1 sale 2 discount 3 brands
4 waste 5 bargain 6 cost
2 1 afford 2 lend 3 borrow 4 save up
5 worth 6 waste 7 online
3 Students’ own answers.
Extra vocabulary
4 1 half price 2 department 3 gloves
4 customers 5 fraction 6 souvenir
7 sports gear 8 shop owner
Writing
Grammar
Look at language: so, although and
because
Present perfect with for and since
T149
7 A
Vocabulary
3
1 1
4
2 1
2
3
4
5
6
6 B
page 26
Unit 3 Choices, choices
page 25
1 1 because 2 Although 3 so
4 Although 5 so 6 because
2 The family were celebrating their mum’s
birthday.
3 1 a 2 b 3 b
4 Students’ own answers.
5 C
Phrasal verbs and nouns: free-time
activities
Practical English
5 1 b
4 1 C 2 A 3 B 4 A
8 C 9 A 10 B
for 2 How long 3 since
since 5 How long 6 since
has worn, since
How long, have they worked
have grown, since
has wanted, for
How long, has Jen known
haven’t lived, for
6
7
8
trail biking 2 rock climbing
kayaking 4 athletics 5 archery
wakeboarding
D 2 F 3 A 4 B 5 C 6 E
try 2 take 3 trail biking
rock climbing 5 kayaking 6 join
catch 8 wakeboarding
Tom missed out on the party. Poor
him! It was fun! (tried out)
Have you ever been trail biking? It’s
fun cycling fast on paths through the
woods! (rock climbing)
Don’t go rock climbing if you don’t
like heights! (kayaking)
Try out the scooter before you buy it.
(Try up)
I picked up Spanish quite easily when
I went to Toledo for a month. (joined
up)
I liked watching people dance, but I
was too nervous to join in the dance
with everyone. (take up)
If he works harder, I think he can still
catch up with the runners at the front
of the race. (pick up)
Archery was something soldiers used
in wars many years ago to shoot each
other. (Trail biking)
page 27
Grammar
Present perfect with still, yet and
already
1 1 Sean already has already learned to
snowboard.
2 Has yet Nick studied for his exams yet?
3 We still haven’t spoken still to the
athletics coach.
4 Already I’ve already done most of the
workshops.
Workbook answer key
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5 Lily hasn’t taken up yet any new
sports yet.
6 We still haven’t tried surfing this
holiday still.
2 1 yet, already, still
2 already, still, yet
3 yet, already, still
4 already, still, yet
3 1 Have you learned to drive yet?
2 He has already travelled abroad.
3 Have they bought any clothes on the
internet yet?
4 I have already cooked lunch for my
family.
5 He hasn’t learned a language yet. /
He still hasn’t learned a language.
6 Has she done her homework yet?
7 We have already seen this film.
8 They haven’t tried Japanese food
yet. / They still haven’t tried Japanese
food.
2 The writer thinks we shouldn’t buy
expensive items like electronic devices
in markets.
3 1 C 2 D 3 A 4 B
4 Students’ own answers.
Review
1 1 cost 2 join in 3 athletics
4 take up 5 lend 6 try out
7 afford 8 waste 9 pick up
Extra vocabulary
2 1 delicious 2 souvenirs 3 mild
4 sports gear 5 spicy 6 nutritious
Word builder: phrasal verbs with up
3 1 wash 2 fill 3 queue 4 turn
5 set
Grammar
4 1
2
3
4
5
6
7
page 28
Reading
1 how many days the climb is ✓
problems with the sun ✓
climbing shoes ✓
Helen’s weight ✓
2 1 F 2 DS 3 T 4 F 5 F 6 T
3 Suggested answers:
1 She wants to climb Mount Everest
because she has already climbed the
high mountains in Europe.
2 The reporter is at Helen’s house to
interview her and find out what she’s
taking.
3 Helen has got most of her kit from her
friends.
4 She isn’t taking any new kit with her
because she believes she should only
use kit that she’s already tried out.
5 She is eating so much chocolate to
gain weight.
6 The journey to the top of the
mountain will be difficult because it
will take Helen twenty-one days to
get there and she will have to carry
her fifteen-kilo backpack.
page 29
Writing
Look at language: spelling
1 1 there 2 necessary 3 hobbies
4 different 5 shopping
page 33
Vocabulary
4 1 out 2 yet 3 up 4 already 5 up
6 still 7 in 8 up
Extra vocabulary
4 1 gesture 2 misunderstanding
3 nod your head 4 burst out laughing
5 shake your head 6 gap
page 30–31
Consolidation
2 1 irritating 2 amusing
3 embarrassing 4 encouraging
5 motivating 6 worrying
3 Students’ own answers.
has had the coat for
Has, tried out, yet
has already worked
has sold food since
has owned his watch since
still haven’t bought
have been married for
Grammar
Present perfect and past simple
1 1
4
2 1
4
6
3 1
2
3
4
5
6
7
8
Practical English
5 1 about 2 could 3 suggest 4 How
5 Shall 6 Why
Suggested responses:
1 That sounds like a good idea!
2 That doesn’t work for me. I don’t have
enough money.
3 I’m happy to do that.
4 That sounds like a good idea!
5 That’s not a bad idea, but I’d prefer to
go to the cinema instead.
6 That’s a great idea!
Cumulative review Units 1–3
6 1 yet 2 still 3 ending 4 original
5 enough 6 unfair 7 Have
8 informative 9 dull 10 entertaining
11 cost 12 able 13 borrow
page 32
Unit 4 Communication
Vocabulary
six months ago 2 yet 3 yesterday
already 5 still 6 for 7 ago
didn’t go 2 lost 3 has, told
Have, bought 5 Did, visit
hasn’t lived
Your letter has already arrived.
Nathan has never studied French.
My mum spoke at a conference
yesterday.
Did you see your best friend last
Saturday?
Ellie still hasn’t read that book.
There were too many people at the
party last night.
Ed hasn’t done his homework yet.
Have they already played rugby this
week?
Consolidation
4 1 yesterday 2 ago 3 already
4 for 5 since 6 relaxing 7 still
8 fascinating 9 embarrassing 10 yet
page 34
Vocabulary
Verbs: technology
1 1 C 2 F 3 E 4 A 5 B 6 D
2 Across: 2 swipe 3 unplug 4 tap
Down: 1 plug in 2 scroll 3 update
3 1 plugging it in 2 charge 3 switch
on 4 press 5 Scroll 6 update
7 switch off
4 Suggested answers:
1 you should switch it off.
2 you need to charge it.
3 you could update it.
4 you need to tap the screen.
5 you need to plug it in.
6 you should unplug it.
Adjectives: feelings
1 1 fascinating 2 inspiring
3 confusing 4 frightening
Keyword: annoying
5 relaxing
Workbook answer key
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page 35
Grammar
Subject and object questions
1 1
6
2 1
8
3 1
OQ 2 OQ 3 SQ 4 OQ 5 SQ
SQ
A 2 A 3 C 4 B 5 A 6 C 7 B
B
What caused the fire?
What did the storm cause?
2 How many websites did the students
browse?
How many students browsed the
websites?
3 Who texted Alex about the party?
Who did Lily text about the party?
4 Who does Andy help to learn to use
a computer?
Who helps Liz to learn to use a
computer?
2 The writer’s main purpose is to make a
suggestion about what Sebastian could
do while he is visiting Wales.
3 1 giving recent news
2 suggesting something to do on the
visit
3 talking about meeting up
4 Students’ own answers.
Review
Grammar
Vocabulary
Past perfect
1 1 swipe 2 fascinating 3 stream
4 embarrassing 5 amusing
6 browse 7 text 8 inspiring
Extra vocabulary
2 1 invite 2 misunderstanding
3 squeeze 4 spread 5 warn
6 hit 7 express
Word builder: -ed and -ing adjectives
3 1
4
6
8
1 A 3 B 4 C 2 D 5 E 1
2 1 7–9 2 18–19 3 2–3 4 22–24
5 19–20 6 3–4
3 Suggested answers:
1 talking to people that speak the
language.
2 speak any other languages.
3 it’s very normal to make mistakes while
we are learning – it’s how we improve.
4 start talking in the language as soon as
possible.
5 set up a website to help people learn
languages.
6 read his tips and suggestions and
watch his videos.
4 1 F 2 D 3 B
8 G
4 A
5 H
6 C
7 E
Practical English
5 A 5 B 3 C 6 D 1 (example) E 11
F 7 G 2 H 9 I 10 J 4 K 8
Cumulative review Units 1–4
6 1 last 2 disappointing 3 since
4 award 5 ago 6 bargain 7 too
8 irritating 9 were playing 10 hit
11 should 12 still
Writing
Look at language: punctuation
1 1 Have you heard about Kevin’s summer
trip?
2 Your visit was such a surprise!
3 David said, ‘Karen’s summer job isn’t
very interesting.’
4 They didn’t speak to me in Turkish.
5 What’s the Spanish word for ‘baby’?
6 I live in London, near my sister Lily’s
flat.
1 1 stolen 2 thrown 3 given
4 worn 5 seen
2 1 Had you bought the phone? No, I
hadn’t. My mum had given it to me.
2 Had he worked as a detective for a
long time? Yes, he had. He’d been a
detective for 30 years.
3 Had you always wanted to be a
lawyer? No, I hadn’t. I’d planned to
become a teacher.
3 1 thought / was 2 discovered
3 had entered 4 noticed
5 had disappeared 6 realized
7 had taken 8 hadn’t stolen 9 was
10 hadn’t seen
4 Students’ own answers.
Consolidation
5 1
2
3
4
5
pickpocket / stole
burglar / had broken
had committed / judge
police officer / had spoken / lawyer
were / murderer
page 42
Vocabulary
page 40
Crimes
Unit 5 A life of crime
Vocabulary
page 37
T151
excited 2 irritated 3 amusing
embarrassing 5 frightened
annoyed 7 exciting
disappointing
Grammar
Reading
4 1 black market 2 case 3 suspicious
4 evidence 5 trap 6 interview
page 41
4 1
4
6
9
page 36
Extra vocabulary
page 38–39
Consolidation
used 2 switched it off 3 came
did you last charge 5 stream
plug 7 Switch 8 update
happened 10 scroll
4 Armed robbers steal from banks and
other places using weapons.
5 A burglar steals from houses or
buildings, and a mugger steals from
people in the street.
Criminals and crime fighters
1 1 thief 2 police officer 3 lawyer
4 detective 5 judge
2 1 armed robber 2 murderer
3 burglar 4 traffic warden 5 mugger
6 fraudster 7 private investigator
3 Suggested answers:
1 Detectives investigate big crimes such
as kidnapping.
2 A traffic warden gives out tickets for
illegal parking.
3 Judges work in a court. They sentence
criminals.
1 1 B 2 F 3 D 4 E 5 C 6 A
2 1 Arson 2 kidnapping 3 Blackmail
4 smuggling 5 speeding
6 credit card fraud 7 identity theft
3 1 blackmail 2 kidnapping
3 forgery 4 shoplifting 5 speeding
6 identity theft
4 Students’ own answers.
page 43
Grammar
Relative pronouns
1 1
5
2 1
4
8
who 2 which 3 whose 4 where
who 6 which
where 2 whose 3 which
where 5 whose 6 who 7 which
who
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3 1 The police officer spoke to the man
whose dog was barking at a tourist.
2 Amy left the supermarket where she
worked.
3 I saw the man who was arrested.
4 I paid for my computer with money
which is fake.
5 The detectives visited the house
where the burglary happened.
6 Avoid the man who looks strange.
7 The police stopped the car which was
speeding.
8 She is a teacher whose husband is a
private investigator.
Consolidation
4 1 Pickpocketing 2 where 3 who
4 smuggling 5 which 6 fraud
7 identity 8 whose
page 44
page 46–47
page 49
Review
Grammar
Vocabulary
The present simple passive
1 1 shoplifting 2 thief 3 burglaries
4 smuggling 5 Arson 6 Fraudsters
1 1 The rivers are polluted by the
factories.
2 The local environment isn’t protected
by the council.
3 Lots of food is thrown away by
supermarkets.
4 Are old tyres used by shoe
companies?
2 1 Are, given
2 aren’t, are
3 don’t, recycle
4 Is, produced
5 sell
6 are, made
3 1 What materials are recycled at home?
2 What things are thrown away at home?
3 What things are recycled at your
school?
4 Which areas are preserved in your
town or city?
5 Which animals are protected in your
country?
6 Where are used batteries collected in
your town?
Students’ own answers.
Extra vocabulary
2 1 households 2 business owner
3 residents 4 local council
5 Ecologists 6 law-makers
Word builder: negative prefixes
3 1 unfair 2 illegal 3 impossible
4 illogical 5 irresponsible
Grammar
4 1
4
6
9
who 2 had decided 3 which
had left 5 where
had disappeared 7 saw 8 whose
had stolen
Reading
Practical English
1 1 B 2 C 3 A
2 1 quiet 2 bodies 3 aren’t well
4 well enough 5 animal 6 find out
3 Suggested answers:
A Three burglars tried to steal things
from a clothing shop, but were too
noisy, so the police came. They tried
to hide by pretending to be shop
models, but the police found them
because they were moving too much
and breathing too loudly.
B A man in the US said that he was too
ill to work. Police caught him because
he uploaded a video of himself
dancing energetically online, where
he appeared to be very healthy!
C Police in Norway caught a boy with a
dangerous spider in his suitcase. They
became suspicious, so they searched
him and discovered that he was also
trying to smuggle baby snakes into
the country.
5 1 must 2 left 3 foreground 4 can’t
5 background 6 might 7 could
8 in 9 right 10 must
page 45
Writing
Look at language: phrases for articles
1 A 1 (example) B 4 C 6 D 5 E 2
F 3
2 The criminals made it easy for the police
to catch them because they used the
stolen credit card in a photo machine
and the police found the photos.
3 1 C 2 B 3 A 4 D 5 E
4 Students’ own answers.
Cumulative review Units 1–5
6 1 B 2 A 3 A 4 B 5 C 6 A
8 C 9 C 10 A 11 B 12 A
7 A
page 48
Consolidation
4 1 is protected (example), is poisoned,
are produced
2 is polluted, is buried, are dumped
3 are protected, is recycled, are wasted
Unit 6 Creativity
Vocabulary
page 50
Verbs: environment
1 1 PROTECT 2 DESTROY 3 REDUCE
4 SAVE 5 RECYCLE
Hidden word: REUSE
2 1 throw away 2 bury 3 poison
4 pollute 5 preserve 6 dump
3 Suggested answers:
1 We should do our best to preserve
green spaces.
2 We need to protect wildlife and stop
animals dying out.
3 Throw away rubbish in the correct
bins; don’t throw it onto the street.
4 People should reuse old furniture and
clothes so that waste is reduced.
5 Too much waste is dumped in landfill
sites; we need to recycle more.
6 Cars pollute the planet too much –
people should cycle everywhere!
Extra vocabulary
4 1 belt 2 earrings 3 ring
5 handbag 6 accessories
4 necklace
Vocabulary
Adjectives: technology
1 1 efficient 2 reliable 3 impractical
4 convenient 5 useful
2 1 practical 2 high-quality
3 unreliable 4 heavy 5 timeconsuming 6 convenient
3 1 time-consuming 2 reliable
3 high-quality 4 heavy 5 portable
6 useless 7 automatic
4 Students’ own answers.
page 51
Grammar
The past simple passive
1 1
5
2 1
3
5
7
was 2 was 3 Were 4 weren’t
weren’t 6 Was
wasn’t invented 2 was created
were developed 4 weren’t used
were made 6 were bought
were reduced 8 was invented
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3 1 The films ET and Schindler’s List
weren’t directed by Pedro Almodóvar.
2 The first mobile phone was created by
Martin Cooper.
3 When were people sent to the moon
by NASA?
4 Las Meninas was painted by Diego
Velázquez.
5 When was the first international
football match played by England and
Scotland?
Consolidation
4 1 was designed 2 wasn’t built
3 reliable 4 didn’t break 5 efficient
6 practical 7 convenient
8 were included 9 was sold
10 was it called
Extra vocabulary
2 1 E
2 F
3 D 4 G
5 B
6 A
7 C
Word builder: compound nouns
3 1 skates, hockey, rink
2 coach, spectator, trophies
Grammar
4 1 are made 2 were first eaten
3 used to live 4 wasn’t given
5 used to go 6 was advised
Consolidation
Practical English
5 1
2
3
4
5
4 1
3
7
9
That smells nice.
What’s that made with?
How is it cooked?
What is it served with?
It sounds like a great dish!
Reading
1 A 3 B 2 C 4 D 1
2 1 fix the farm 2 one book
3 provided 4 didn’t want
5 his family 6 built
3 Suggested answers:
1 After William left school he read a book
and learned how to build a windmill.
2 A windmill could help his family
because it could provide electricity
and light.
3 William’s windmill was made from
rubbish which he got from the people
in his village
4 People heard about William’s
inventions in a book and an online
blog.
5 William’s ambition is to get electricity
for the whole country.
page 53
Writing
Look at language: phrases for reports
1 1 E 2 C 3 B 4 D 5 A
2 1 facts
2 both good and bad
3 1 C 2 A 3 D 4 C 5 B
4 Students’ own answers.
page 54–55
Review
6 1 C 2 C 3 A 4 B 5 B 6 B
8 C 9 C 10 C 11 A 12 D
Unit 7 A big improvement
Vocabulary
Health and fitness
1 1 C (example) 2 E 3 B 4 G 5 D
6 A 7 F
2 1 competing 2 drawing
3 taken the lead 4 beat 5 improved
3 Suggested answers:
1 You need a good balance for surfing
and skateboarding so that you can
stay on the board.
2 Activities like running, car racing
and skating involve moving at high
speeds.
3 To improve your flexibility, you
should do stretching exercises so
that your muscles become looser and
more flexible.
4 You need good coordination for
sports like tennis and hockey so that
you can hit the ball or the puck.
5 Students’ own answers.
Extra vocabulary
4 1 referee 2 challenge 3 penalty
4 score 5 tournament
page 57
Grammar
1 1
4
7
9
impractical 2 recycle 3 bury
save 5 inefficient 6 destroy
low-quality 8 time-consuming
protect 10 light
will, be going to and the future
continuous
T153
Workbook answer key
4652094 Mosaic TG3 LOMCE PRESS.indb 153
7 D
page 56
Vocabulary
’ll be training
stamina 4 ’ll
improving 8
take the lead
2 ’re going to
5 beat 6 drew
will manage
10 ’ll be going
page 58
Cumulative review Units 1–6
page 52
2 1 will be competing, will win
2 Are, going to do
3 won’t be
4 isn’t going to travel
5 will improve
6 will watch
7 Will, be flying
8 won’t be training
9 Are, going to take part, will be
3 Students’ own answers.
1 1 aren’t 2 to play 3 will be sitting
4 are going to 5 will
6 won’t be playing 7 beat 8 will
Vocabulary
Jobs around the home
1
B
S
F
G
L
A M C O
I
N A N Q W N
P
T
L
E
M W T
I
L
Y
U A
B
C
P
A
S
H
S
E
R
K
P
A
R
N
R
Q
K
I
L
B W R
R
O W S
D N
R
T
K
C
R
D
I
N D
T
D O
F
H H
O
I
O
E
X W S
E
E
T
P
F
L
Z
F
H
X
S
S
G
E
S
E
P
T M
Q G O
2 A empty B close C vacuum
D wash E mop F mow G change
H set I do J wipe
3 1 lawn 2 sheets 3 washing 4 bin
5 vacuum 6 dishes 7 worktop
8 floor 9 table
4 Students’ own answers.
page 59
Grammar
some-, any-, no-, every1 1
6
2 1
2
3
4
5
6
7
8
9
some 2 any 3 no 4 any 5 no
No 7 any 8 some 9 any 10 any
somewhere
something
anywhere
someone
nothing
anyone / anybody
everybody / everyone
no one / nobody
nowhere
30/06/2015 11:22
3 1
2
3
4
5
6
7
8
told me something
haven’t been anywhere this summer
was nothing on the television
knows nobody at her new school
didn’t arrest anybody
wants to speak to everybody
went somewhere for her holidays
spoke to someone after the exam
page 62–63
Review
Vocabulary
1 1 F 2 H 3 I 4 A
8 B 9 D 10 G
5 J
6 C
7 E
Extra vocabulary
Consolidation
4 1 anyone 2 everyone 3 Everything
4 empty 5 nothing 6 wash
7 someone 8 vacuum 9 mop
10 everything 11 anyone
12 anywhere
page 60
Reading
1 1 D 2 B 3 – 4 A 5 C
2 1 the Spanish explorers
2 Professor Lieberman
3 medical experts
4 the Tarahumara
5 professional runners
3 Suggested answers:
1 In the past, there was no transport,
so the Tarahumara had to visit other
communities on foot.
2 They sometimes race against runners
from other countries.
3 According to studies, no animal has
the ability to run longer distances
than humans.
4 Professor Lieberman’s research is
about the Tarahumara and also about
the human body and health.
5 Looking at ways of living in the past
and present will help us understand
how the human body works.
page 61
Writing
Look at language: as soon as, by the
time, the next time and when
1 1 The next time Sarah invites me to the
cinema, I will go.
2 When we arrive at the gym, we will /
are going to start training.
3 By the time I’m sixteen, I will have a
new computer.
4 Lisa will / is going to mow the lawn as
soon as we get home.
2 It is mostly about future plans.
3 1 B 2 A 3 A
4 Students’ own answers.
2
2 1 upload 2 profile picture
4 cutting-edge 5 share
3 post
3
Word builder: -ing forms as a subject
3 1 Working 2 Getting up
3 Finding out 4 Setting up
3 A
4 C 5 D
6 B
7 A
2 C
6
7
Practical English
5 1 B
4
5
Grammar
4 1 B 2 A
8 C
2 1
2
3
4
5
6
3 1
3 D 4 E
5 F
6 A
won’t run
protect
will you wake up
don’t rescue
Will you get
will stand
If we see lions on our safari, we’ll take
some photos.
If you travel to the coast of Scotland,
you’ll see whales.
If I see Jamie, I’ll give him your
message.
If you annoy my dog too much, it’ll
bite you.
If you don’t hurry, you’ll miss your
train.
If Mike goes scuba diving, he’ll see
some sharks.
If Ava and Matt go to the safari park,
they’ll see a lot of wild and exotic
animals.
Cumulative review Units 1–7
Consolidation
6 1 useful 2 worst 3 much 4 ought
5 shouldn’t 6 time-consuming
7 bored 8 too much 9 is designed
10 to practise 11 do you use 12 tap
13 studying
4 1 ask 2 will say 3 loyal 4 jealous
5 sensitive 6 will notice 7 get
8 will save 9 strong 10 lazy
page 64
Unit 8 Living together
Vocabulary
Adjectives: personalities
1 1 STUBBORN 2 GENEROUS 3 LAZY
4 THOUGHTFUL 5 TALKATIVE
6 STRONG 7 CHARMING
Hidden word: SELFISH
2 1 sensible 2 unpredictable
3 competitive 4 vain 5 proud
6 jealous 7 loyal 8 sensitive
3 Students’ own answers.
Extra vocabulary
4 1 furry 2 rescues 3 cubs
4 handlers 5 endangered
6 abandoned
page 65
Grammar
The first conditional
1 1 sees 2 Will 3 will become
4 leave 5 will she put 6 will we learn
7 don’t stop
page 66
Vocabulary
Phrasal verbs: relationships
1 1 I fell out with my boyfriend yesterday,
but I made up with him again today.
2 When I have a problem, I usually turn
to my best friend for advice.
3 How well do you get on with your
brothers and sisters?
4 Jan looks up to her older brother, and
admires everything he does.
2 1 on 2 up 3 off 4 out
3 1 picks on
2 tells, off
3 fall out, make up
4 turn to, look up to
5 get on, with
6 put up with
4 Suggested answers:
1 Don’t turn to Andy for advice – he
won’t help.
2 Jack really looks up to his successful
uncle.
3 I often go out with my cousins
because I get on really well with them.
4 We decided to make up and be
friends again.
5 Al and Chloe fell out last week and
now they aren’t speaking.
6 My brother told me off because I used
his iPad.
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page 67
2 1 was 2 wanted 3 said 4 ran
5 raised 6 told 7 was 8 said
9 remembered 10 said 11 knew
3 Students’ own answers.
page 70–71
Grammar
Review
The second conditional
Vocabulary
1 1
5
2 1
2
3
1 1 up 2 talkative 3 out with
4 on with 5 competitive 6 on
7 generous 8 lazy
wanted 2 made 3 wore 4 told
found 6 turned
If I had a problem, Mike would help.
What would happen if a snake bit you?
If I fell out with my girlfriend, I would
be upset.
4 Lilly wouldn’t go to the cinema if she
didn’t have any money.
5 How would you feel if you failed your
exam?
6 Anne wouldn’t be pleased if you told
everybody about her plans.
7 If a crocodile attacked me, it would be
scary.
3 Students’ own answers.
Consolidation
4 1 A 2 B
8 C
3 A 4 C
5 C 6 B
7 C
page 68
Reading
1 1 C 2 A 3 B 4 D
2 A 4 B 2 C 6 D 1 E 7 F 5 G 3
3 Suggested answers:
1 people playing music and doing
artistic things.
2 a musician and a cat who have
become best friends.
3 he didn’t like her husband.
4 was very unwell and needed help.
5 take Bob to get medical help and get
better.
6 Bob inspired James to be good to
himself too.
2 1 battle 2 cubs 3 peace
4 intimidates 5 endangered 6 ruled
Word builder: noun suffixes 2
3 1 sadness 2 difference
3 tolerant 4 violence 5 diversity
6 independently
Grammar
4 1 If the films were good, I would go to
the cinema.
2 you don’t feed my fish, they won’t be
happy.
3 I didn’t watch too much TV, my
parents wouldn’t get angry.
4 Jenny calls, we won’t make up.
5 we argued, we would fall out.
6 you pick on Jimmy, I’ll tell Dad.
Practical English
5 1 a 2 c
3 a 4 b
Cumulative review Units 1–8
6 1 mow 2 Will 3 reuse 4 can
5 economical 6 doing
7 was reading 8 when 9 scrolled
10 which 11 sent 12 the most
page 72
Unit 9 A better world
Vocabulary
page 69
Writing
Look at language: comparative
adverbs of manner
1 1 harder 2 faster 3 better
4 more easily 5 worse
2 b
3 1 ✓
2 three sentences (one sentence)
3 short and simple (long and
complicated)
4 ✓
5 ✓
6 what the answers mean (the author’s
opinion)
4 Students’ own answers.
T155
Extra vocabulary
Charity actions
1 1 E 2 F 3 D 4 C 5 B 6 A
2 1 fundraising 2 persuade
3 campaign 4 sponsor 5 raise
6 volunteer
3 Students’ own answers.
Extra vocabulary
4 1 tuition 2 busker 3 edit
4 accompany 5 boundary
page 73
Grammar
Reported statements
1 1 hoped 2 were 3 her
4 the following 5 needed
Consolidation
4 1 wanted / raise 2 could / sponsor
3 needed / campaign / persuade
4 tried / volunteer 5 could / donate
page 74
Vocabulary
Adjectives: fashion
1 A soft B fashionable C old-fashioned
D casual E delicate F stylish
2 1 waterproof 2 loose 3 patterned
4 hard-wearing 5 full-length
6 tight-fitting
3 1 tight 2 delicate 3 full-length
4 old-fashioned 5 soft 6 casual
4 Students’ own answers.
page 75
Grammar
Reported commands, offers and
suggestions
1 1 S 3 C 4 O 5 C
2 1 Kaitlin suggested that Charlotte tried
the blue top on.
2 Mum told Jack not to leave his coat
there.
3 Max offered to carry the bags for Ryan.
4 The shop assistant suggested that I
looked online for boots in my size.
5 Ahmed told Will to phone him later.
3 1 Mum suggested that Tamsin tried on
the looser ones.
2 Tamsin told Mum to put those jeans
back.
3 Mum told Tamsin not to buy that pair.
4 Mum offered to buy the flip-flops for
Tamsin.
5 Mum suggested that they went to a
café.
6 Tamsin offered to buy the coffees.
4 Students’ own answers.
Consolidation
5 1
3
B
C
D
E
waterproof 2 hard-wearing
tight-fitting 4 fashionable
not to wear trainers.
to lend Jo some trainers.
to wear tight-fitting clothes.
not to worry about looking
fashionable.
F that they asked Pete.
G to phone him.
Workbook answer key
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Practical English
page 76
5 1 way 2 why 3 advantage 4 main
5 think 6 reason 7 benefit
Reading
1 different styles of clothes ✓
going abroad ✓
raising money ✓
school work ✓
2 1 4 2 7–9 3 6 4 17–19 5 14–15
6 16–17
3 Suggested answers:
1 check out an amazing video of a guy
dancing.
2 he was visiting different countries.
3 did a funny dance near famous
monuments in different countries.
4 he thought it was more fun than
dancing on his own by monuments
and there weren’t many monuments
in Rwanda.
5 watch the films he’s made and donate
money.
6 using Matt’s films in their school work.
page 77
6 1 was 2 generous 3 already
4 While 5 frightening 6 wanted
7 which 8 be worth 9 collected
10 who 11 turn 12 will 13 useful
14 should
page 81
Starter Unit Grammar practice
Past simple
1 + ed: cooked, helped
+ -d: arrived (example), danced
double consonant + ed: chatted
+ ied: tried
irregular verbs: felt, knew, sang, slept,
thought
2 1 didn’t help 2 Did, feel 3 didn’t cook
Present simple and present continuous
Writing
Look at language: phrases for letters
1 1 D 2 E 3 B 4 C 5 F 6 A
2 The writer asks the council to help clean
up and protect the environment and
start listening to the people of Tauldon.
3 1 in order to publicize
2 We look forward to hearing from you
3 on behalf of
4 We would be grateful if the council
5 is a danger to
4 Students’ own answers.
page 78–79
3 1 Is Lily booking a holiday on the
internet?
2 Mabel feels cold outside.
3 Jack isn’t running in the park.
4 Does Dad like travelling by boat?
5 Turkish coffee tastes very strong.
4 1 Does Jack cook 2 isn’t doing
3 are getting 4 send 5 Do you like
6 are eating
Comparative adjectives
5 1 as expensive as 2 tastier than
3 crunchier than 4 nicer than
5 spicier than
Superlative adjectives
6 1 most important 2 best
3 healthiest 4 hottest 5 worst
Review
Vocabulary
1 1 B 2 B 3 B 4 A 5 A
7 C 8 C
Cumulative review Units 1–9
page 83
6 B
Extra vocabulary
2 1 tuition 2 import 3 refugee
4 originate 5 flee 6 boundary
Word builder: prefixes over- and
under3 1 over- 2 under- 3 over- 4 over5 under- 6 over-
Grammar
4 1 she loved that designer’s clothes.
2 he didn’t have her phone number in
his phone.
3 to get Trisha a coffee.
4 the students to stop talking.
5 that Sara wore flip flops with her dress.
Starter Unit Vocabulary
practice
1 1
2
3
4
5
had (example), D
hired, C
missed, B
booked, A (example)
lost, E
2
C
H
I
C
K
E
N
Q
C
X
K
C
F
H
B
S
S
G
S
Z
H
D
W
F
C
P
E
P
P
E
R
H
I
B
F
X
D
K
A
E
M
S
C
F
L
F
C
P
P
S
N
F
S
J
F
B
L
F
Z
E
S
L
S
G
C
E
Y
T
I
E
V
M
H
F
C
A
R
R
O
T
S
O
C
W
S
P
C
F
C
C
G
D
A
X
H
S
K
P
Y
T
S
W
H
S
U
G
A
R
S
A
L
T
R
S
U
C
C
G
N
D
S
F
F
R
F
S
T
F
L
L
G
O
3 Students’ own answers.
page 85
Unit 1 Grammar practice
have to and must
1 1 Korean students have to go to classes
in the evening.
2 Kate had to give a presentation in
class today.
3 Did you have to walk to school
yesterday?
4 Students don’t have to eat lunch at
school.
2 1 mustn’t 2 must 3 must
4 mustn’t 5 must
3 1 had to go to
2 mustn’t
3 Do we have to
4 must arrive
5 don’t have to get up
could / can / will be able to and
should / ought to
4 1 Will Rajiva be able to study at
university next year?
2 Dylis can study at the weekend.
3 I won’t be able to buy new clothes
before my interview.
4 Your dad couldn’t speak French when
he was younger.
5 1 should / ought to 2 should
3 shouldn’t 4 should / ought to
5 Should
6 1 wasn’t allowed to 2 don’t need to
3 don’t allow 4 needed to
page 87
Unit 1 Vocabulary practice
1 A strict B dishonest C creative
D organized E badly-behaved
F well-behaved
2 1 C 2 B 3 A 4 A
3 Students’ own answers.
Workbook answer key
4652094 Mosaic TG3 LOMCE PRESS.indb 156
F
D
S
E
D
K
R
D
E
F
D
S
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Present perfect with still, yet and
already
page 89
Unit 2 Grammar practice
too, too much, too many, (not) enough
1 1
5
2 1
4
3 1
4
enough 2 enough 3 too 4 too
enough
too many 2 too many 3 too much
too much 5 too many 6 too much
too much 2 enough 3 enough
too many 5 too
Past simple and past continuous
4 1
4
5 1
3
did, make 2 left 3 was reading
wasn’t 5 were, talking
Did, finish 2 found
was watching 4 Was, working
Verbs with -ing and to
6 1 to steal 2 to change 3 seeing
4 to be 5 to design 6 helping
page 91
Unit 2 Vocabulary practice
1 1 dull 2 hilarious 3 terrifying
4 informative 5 dramatic
2 1 D (example) 2 F 3 A 4 H 5 B
6 G 7 E 8 C
3 Students’ own answers.
page 93
Unit 3 Grammar practice
Present perfect
1 1 We haven’t seen Sally today.
2 Kay and Alexa have visited Brussels a
few times.
3 I have studied German before.
4 Harry hasn’t saved enough money for
his holiday.
5 Has Steve’s hair grown recently?
6 Have you done your homework
today?
Present perfect with for and since
2 1
4
6
8
September 2 a week 3 months
two years 5 Christmas
last Monday 7 two generations
2009
Present perfect questions with how
long
3 1 How long has Tom owned that
designer jacket?
2 How long has Emily had those
wellington boots?
3 How long have you saved up money?
4 How long have they been in the
shop?
4 1 yet 2 still 3 already 4 still
5 yet
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5 1 Katie has already joined in with the
team.
2 Has Sam’s team caught up with Dylan’s
team in the football league yet?
3 Nas still hasn’t taken up a new
language.
4 Have they been shopping yet?
5 I’ve already tried out my new sports
gear.
page 95
2 1 text 2 browse 3 switch on
4 stream
3 Students’ own answers.
page 101
Unit 5 Grammar practice
Past perfect
1 1
3
5
2 1
2
Unit 3 Vocabulary practice
1 Across: 1 miss out 5 worth 6 brands
7 gear
Down: 2 saved 3 try out 4 bargain
5 waste
2 A rock climbing B wakeboarding
C archery D athletics E trail biking
F kayaking
3 Students’ own answers.
page 97
Unit 4 Grammar practice
Present perfect
1 1 Megan has had an upsetting
experience.
2 Have you updated my software yet?
3 Rebecca has been in an exam since
9 a.m.
4 We still haven’t practised our Italian.
5 Have Moira and Ian ever been to
Spain?
6 Luke has lived in Cardiff since 2012.
7 We have just started learning Spanish.
8 I have never eaten sushi.
Past simple
2 1 didn’t speak 2 Did, move 3 lived
4 didn’t buy 5 Did, visit
Present perfect and past simple
3 1 hasn’t texted 2 made 3 bought
4 have, asked 5 have played
6 have, bought
Subject and object questions
4 1
3
5
5 1
did Leah stream 2 confused
did you tell 4 gave
did Adam say 6 sells
did 2 did 3 does 4 – 5 –
page 99
Unit 4 Vocabulary practice
1 1
2
3
4
confusing – B
relaxing – A
fascinating – D
annoying – C
3
4
5
had left 2 hadn’t realized
Had, heard 4 had spoken
hadn’t seen
called me because they had found
my bike.
couldn’t go out because Joe hadn’t
finished his work.
Before a mugger stole my bag, I’d had
Before we arrived at the party,
everyone had gone
Before the fraudster went to prison,
he had been
Relative pronouns
3 1
5
4 1
5
who 2 which 3 whose 4 where
who
where 2 whose 3 who 4 where
who 6 which
Modals of deduction
5 1 can’t
2 might 3 must
page 103
Unit 5 Vocabulary practice
1 1 E (example) 2 C
6 A 7 D 8 F
2
v
a
n
d
a
l
i
s
m
a
t
a
w
h
s
p
e
i
a
p
e
t
u
r
e
j
e
i
t
t
s
o
r
r
k
m
d
i
a
c
y
s
e
e
d
a
l
i
s
e
d
k
u
a
x
c
e
f
e
e
c
t
s
p
n
l
e
a
t
f
w
w
v
s
h
o
p
l
i
f
t
i
n
g
3 H 4 G
t
h
v
c
z
p
r
u
a
c
v
r
i
u
u
k
e
o
q
g
s
w
s
e
l
t
i
e
a
r
d
d
r
a
k
n
o
r
t
t
k
e
f
a
w
r
y
e
5 B
x
e
y
i
s
w
e
t
x
d
b
i
v
w
m
n
u
q
a
e
g
e
l
y
u
m
u
g
g
e
r
y
r
n
u
s
3 Students’ own answers.
page 105
Unit 6 Grammar practice
The present simple passive
1 1 isn’t 2 are, is 3 aren’t 4 are
2 1 isn’t protected 2 Are, worn
3 is recycled 4 Are, reused
5 are bought
Workbook answer key
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3 1 save 2 are used 3 is played
4 don’t use 5 are preserved
6 destroyed
Unit 8 Grammar practice
The past simple passive
The first conditional
4 1
3
5
5 1
2
3
4
5
6 1
3
was, sent 2 Were, invented
was built 4 weren’t given
Was, built
The fish wasn’t cooked in the oven.
That information was taken from their
website.
The rules weren’t written by the older
students.
Was Andy’s bike found in the
neighbour’s garden?
These houses were built in 1888.
used to spend 2 did, use to live
didn’t use to be 4 used to ride
page 107
Unit 6 Vocabulary practice
1 1 high-quality 2 time-saving
3 portable 4 light
2 1 C 2 A 3 C 4 A 5 C
3 Students’ own answers.
page 109
page 113
1 1
2
3
4
2 1
4
3 1
don’t sleep, won’t feel
will make, move
won’t do, doesn’t work
take, won’t get
will happen 2 invite 3 arrive
Will, attack 5 Will, make up
What will your grandma do if she
doesn’t see you this afternoon?
2 The cat will get angry if you put it in
the bath!
3 If you give me your phone number, I
will phone you tomorrow.
4 If we watch the documentary, will we
learn anything about whales?
The second conditional
4 1 were 2 would 3 met 4 wouldn’t
5 1 D (example) 2 C 3 A 4 B
6 1 would tell, didn’t finish
2 would apologize, knew
3 had, would, buy
will for promises
7 1 won’t 2 ’ll 3 won’t
Unit 7 Grammar practice
will, be going to and the future
continuous
1 1
2
3
4
2 1
3
3 1
3
6
is, going to join
are going to visit
isn’t going to compete
is going to watch
leaving 2 won’t be going
vacuuming, I’ll be 4 in
aren’t going to 2 will be waiting
arrives 4 won’t 5 won’t be taking
will 7 are you playing 8 does
some-, any-, no-, every4 1 nothing 2 something 3 everything
4 somewhere 5 anywhere
6 nowhere 7 everywhere
8 anybody 9 somebody 10 nobody
11 Everybody
5 1 C 2 B 3 C 4 A 5 A
page 111
unless
8 1 Unless we leave now, we’ll miss the
train.
2 Unless you go to bed now, you’ll be
tired in the morning.
3 She won’t come unless you ask her.
4 Unless you do your homework, you
won’t improve.
page 115
Unit 8 Vocabulary practice
1 A competitive, jealous
B proud, stubborn
C generous, sensible
D talkative, sensitive
2 1 Danny 2 Jay 3 Nick 4 Amy
3 Students’ own answers.
3 1 don’t donate money to animal
charities
2 believe humans are more important
3 are more popular than others
4 believes all endangered species are
important
5 to start my own blog next week to
generate publicity
Reported speech 2: reporting
commands, offers and suggestions
4 1
4
6
5 1
2
3
to give 2 to stop 3 tried
not to be 5 to lend
that we organize
My mum told me to wear a coat.
Jayne offered to make me a coffee.
Patrick suggested that we start a
campaign.
4 The headteacher told us not to run in
the corridor.
5 My sister offered to lend me her dress.
6 Gemma suggested that we go to the
cinema.
6 Suggested answers:
1 the students to write their names on
the front of the exam paper
2 to answer the door for me.
3 that I wore / wear my red jeans to the
party.
4 her / him not to cry.
5 that Helen looked / look online for
new trainers.
page 119
Unit 9 Vocabulary practice
1 A patterned
B tight-fitting
C full-length
D waterproof
E loose
F hard-wearing
2 1 E (example) 2 H 3 F
6 B 7 D 8 C
3 Students’ own answers.
4 G
page 117
Unit 9 Grammar practice
Unit 7 Vocabulary practice
Reported speech 1: statements
1 A mow B set C vacuum D wash
E close F change G empty H wipe
2 1 lead 2 draw 3 balance
4 accuracy 5 improved 6 stamina
7 competed
3 Students’ own answers.
1 1
2
3
4
5
2 1
5
(C) worked in a charity shop
(D) helped elderly people
(A) felt lonely
(E) didn’t raise a lot of money
(B) didn’t have enough volunteers
said 2 told 3 said 4 said
told 6 told
Workbook answer key
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