Mosaic 2.pdf

Teacher’s Guide Sheila Dignen

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Contents

Introduction

Teaching notes

Course overview

iv

Starter unit

4

Mosaic methodology

v

Unit 1 What’s new?

9

Course components

vii

Unit 2 Lost and found

21

Guide to Student’s Book 2

ix

Unit 3 People and planet

33

Guide to Workbook 2

xv

Project 1 A class newsletter

44

Guide to the iPack

xvii

Unit 4 Making it happen

47

Teaching tips

xviii

Unit 5 Young and old

59

Mixed ability

xx

Unit 6 Work and play

71

Special Educational Needs

xxii

Project 2 Infographics

82

Using technology

xxiii

Unit 7 The great outdoors

85

Video in the ELT classroom

xxiv

Unit 8 Home comforts

97

CLIL

xxv

Unit 9 Bright ideas

109

Key competences

xxvi

Project 3 In our community

120

Some examples of key competences in Mosaic xxvii

CLIL

123

Evaluation and testing

Pronunciation practice

132

Audio scripts

135

Workbook answer key

146

Student self-assessment checklists Evaluation record sheet End-of-year self-assessment

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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 communication and activate students’ language. Mosaic includes regular Language in action tasks to get students talking. In level 2, Kit’s travels is an exciting interactive video drama in which students play a 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 meet 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 aligns with the educational requirements for ESO and ensures students achieve the recommended progress and learning outcomes.

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.

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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 also 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

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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! (Cultural awareness and expression competence) • Language in action (Digital, and Cultural awareness and expression competences) • Projects (Social and civic, and Sense of initiative entrepreneurship competences) For a more detailed description of the Key competences and cross referencing to the coverage in Mosaic, see pages xviii–xxii.

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 characters. 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 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 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.

Grammar The guided-discovery approach to grammar engages students with their learning and combined with the integrated skills

Mosaic methodology

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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 compile their own ‘dictionary’ and 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.

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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 2. 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.

Mosaic methodology

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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: paying for something in a shop to the more personal: expressing opinions. 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 (Kit’s travels) is an exciting drama, which runs throughout the level telling the story of three teenagers and YOU, the student. This ‘first-person camera’ video gives viewers the impression of taking part in the drama. At various stages of each episode, viewers are asked to select from options and make decisions which affect the outcome of the story. 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 Pairwork pages on the Tests and Resources MultiROM 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 2 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. • the two main vocabulary sets and grammar points are presented and practised through a reading (1) and a listening (2) text. • 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 consolidate the language they have learned in a practical context. • nine CLIL pages at the back of the Student’s Book cover a range of ESO2 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.

Course components

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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.

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Teacher’s components Speaking, Listening and Vocabulary

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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:

1

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.

What’s new?

Practical English Making suggestions

Language practice

and giving opinions

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Warm-up 1

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Starter unit

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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 ...

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.

A

send e-mails talk face-to-face use social media

How would you usually do the following? 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

Match pictures A–F to the different ways of sharing news.

listen to news reports read (online) newspapers send texts (text messages)

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Speaking practice

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Watch the video. Video: The Newseum

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Video

Complete all activities in your notebook.

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Unit 1

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Teacher’s Tests and Resources Multi-ROM

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go shopping … Adam: …

be crazy about can’t stand hate love not like not mind prefer 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.

For singular nouns / -ing words, we use the pronoun it. For plural nouns, we use the pronoun them.

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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.

like + -ing / noun

I like pizza. I don’t like playing computer games.

We use like + -ing / noun to talk about actions and things.

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Tests at three levels • Speaking and listening tests Grammar and vocabulary practice at three levels Pairwork activities • Video worksheets 5 01 Interactive video scripts s2 res 90 Cross-curricular worksheets yP 2

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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.

Read the Language point. Then ask and answer questions about the activities in the pictures.

Language point

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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.



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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 drama per unit. • interactive drama video 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 2 Warm-up 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 introduce and engage students with the unit topic. 3 Stimulating activities help activate useful structures or vocabulary that students already know. 4 Warm-up videos motivate students to explore the topic further.

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2.1 Reading, Vocabulary 1 and Grammar 1 1 2 3 4

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1 The Reading text presents the first vocabulary set and grammar point in context. 2 Vocabulary work in the Student’s Book is supported by a presentation and practice exercises on the iPack and additional practice exercises in the Workbook. 3 Learn it! tips focus on common errors.

4 Grammar is presented with the support of a grammar animation and additional practice exercises on the iPack. 5 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 through personalization.

Guide to Student’s Book 2

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2.2 Listening, Vocabulary 2 and Grammar 2 4

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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 and practice exercises 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 a grammar animation and additional practice exercises on the iPack. 5 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.

2.3 Around the world 1 The Around the World culture lesson 1 focuses on countries where English is spoken. Students expand their cultural understanding through a reading comprehension. 2 Did you know? piques students’ curiosity with facts about the real world. 3 The Language point feature presents an additional grammar point, with an example from the text and a short task. 4 The Language in action feature gives students the chance to recycle new grammar and vocabulary and express their own cultural ideas and experience. 5 The Culture video offers extension material on a closely related topic. 6 The short quiz introduces the unit’s CLIL topic, which 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.

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Guide to Student’s Book 2

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2.4 Practical English 1

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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 Say it! gives students practice in pronouncing commonly confused sounds.

3 Students can watch and take part in an episode of Kit’s travels, a fun and exciting interactive video drama which uses the functional language in a natural context. Follow Kit, an Elizabethan boy, as he navigates life in the 21st century and tries to find his way home. 4 Dialogue practice enables students to work in small groups on dialogues from the interactive video. 5 Functional language and associated grammatical structures are clearly marked for students to study and memorize.

2.5 Writing 1

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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.

Guide to Student’s Book 2

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Language summary page 1

2

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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 main points from the unit are provided. 4 Workbook Grammar and Vocabulary Reference pages offer additional explanatory and practice material.

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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.

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Guide to Student’s Book 2

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Projects 1

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1 Three exciting, creative projects offer students an opportunity for extensive independent or collaborative group work. They include a class newsletter, a collaborative project using infographics and a group presentation on an important person in the community. 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 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. 4 Tip! and Check! boxes alert students to decisions they need to make, and to common errors to avoid.

Curriculum extra 1

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1 The nine CLIL pages are linked to the curriculum for other subjects studied in ESO2. 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, Physics, Design and Technology, Biology, Geography and Literature.

Guide to Student’s Book 2

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Irregular verbs list

Pronunciation pages

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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.

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Guide to Student’s Book 2

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Guide to Workbook 2 Vocabulary and Grammar 1

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Reading and Writing 1 A new reading text focusing on a topic linked to the unit theme 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 first 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.

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Review 1 Students can test and assess their progress in Grammar, Vocabulary and Practical English. 2 The Cumulative review task tests vocabulary and language structures from the current and preceding units within the context of a short text.

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Grammar reference and practice pages

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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 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 can generate reports.

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Guide to Workbook 2

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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. Grammar reference from the workbook translated into Basque, Catalan, Galician and Spanish.

Each unit contains three videos: Two documentaries – one on the Warm-up page introducing the topic and the other on the Around the world page. One interactive video (Kit’s travels) on the Practical English page featuring interactivity and Your Turn. Students take part in an exciting drama and interact with the characters in the story.

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.

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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.

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• ‘Open-book’ tests and self-correction For variety,

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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.

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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 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: • Analyze 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.

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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.

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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 2 page 20 exercise 1: During the school holidays I … on holiday in the USA. Easier version: During the school holidays, I went / was on holiday in the USA. 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 2 page 30 exercise 6, weaker students could write the note in their own words, based closely on the original, and stronger students could write a longer note 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.

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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

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Some effective strategies

• Give students short instructions, perhaps one step at a time, •

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• Students with dyslexia may struggle with the spelling of words

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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.

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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 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, and drag and drop and other interactive activities on the Digital book, are well-suited to students with dyslexia.

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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

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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

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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

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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.

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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 ordering a meal in a restaurant. 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 ordering a meal 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 2

3 The interactive video drama Kit’s travels is an exciting and dramatic fantasy tale involving time travel. 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 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. 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.

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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 efficient 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 efficient 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 future studies and careers.

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 and 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’. (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 ESO2, such as science, geography and literature.

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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 2 1

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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 communication skills 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 DICTATION feature throughout the units helps students build strategies to improve their listening and writing accuracy.

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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 supports students’ communication 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

Mosaic gives students opportunities to monitor their own progress while developing strategies for effective learning in order to build their confidence, increase motivation and develop awareness of how they learn successfully. 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 critically. 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 2: Unit 1 (p10) Students identify pairs of verbs in order to clarify their meaning and aid recall. Unit 2 (p22) Students use images to create a visual link to memorize a new vocabulary set. Unit 3 (p38) Students use context to identify the meanings of highlighted words in a text. Unit 4 (p55) Students use visual cues to consolidate understanding of a dialogue. Unit 5 (p63) Students interact with a grammar table to identify patterns and infer rules for the formation of comparative and superlative adverbs. Unit 6 (p73) Students scan a text in order to locate specific information. Unit 7 (p91) Students identify relevant information in a text in order to complete a fact file. Unit 8 (p101) Students define a research area and use a model to create a survey. Unit 9 (p112) Students identify vocabulary in different categories in order to contextualize learning.

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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, the 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. The following activities are some examples of where the competence is developed in Mosaic Student’s Book 2: Unit 1 (p11) Students actively communicate and express interest in others by asking questions and sharing common experiences. Unit 2 (p27) Students express preferences and show empathy by describing objects that are important to them. Unit 3 (p36) Students reflect on the impact of human actions on the environment and consider constructive activities that can make a contribution towards sustainable development. Unit 4 (p47) Students consider ways of spending money responsibly and the effect of the choices they make. Unit 5 (p62) Students expand their understanding of what contributes to their happiness and well-being by considering healthy lifestyles. Unit 6 (p79) Students demonstrate an ability to communicate constructively in an interview to help as a volunteer. Unit 7 (p93) Students communicate rules and advice to each other. Unit 8 (p105) Students demonstrate tolerance, resolve conflict and negotiate with others in order to reach a compromise. Unit 9 (p117) Students collaborate to identify a common goal by discussing ways in which they can use their particular strengths to contribute to a community event.

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Tasks throughout Mosaic build students’ ability to work cooperatively in pairs and groups, presenting their achievements to a wider audience. In particular, the Language in Action feature, Practical English page and the iPack interactive video dialogue practice give regular opportunities to improve different aspects students’ social skills in English. 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. Unit 1 (p10/11) Students compare lessons taught around the world and consider how shared experiences can promote social cohesion. Unit 2 (p21) Students consider how important historical discoveries and artefacts around the world have shaped human history and continue to impact on the present day. Unit 3 (Unit topic) Pictures and discussion raise students’ awareness of how technology will change our lives in the future and how we have a responsibility to look after the planet for future generations. Unit 4 (p52/53) Students explore how local traditions in the Solomon Islands contribute to social cohesion and identity. Unit 5 (p62/63) Activities contribute to students’ self-awareness and feelings of empathy with their peers. Unit 6 (p78/79) Students build on their awareness of how particular skills benefit society in different ways and consider their own skills and strengths. Unit 7 (p88) Students develop respect for others by understanding the dangers some school children around the world experience on their journey to school. Unit 8 (p102/103) Students consider local neighbourhood networks and the contribution made by groups and individuals to the community. Unit 9 (p117) Students participate in planning a community project and consider how people work together to create a social event.

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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 interactive presentations, exercises, dialogue practice, videos and games to contextualize 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 video drama Kit’s travels offers students a motivating multimedia story 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 encourages students to take their interests further 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

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The Did you know? boxes throughout the Student’s Book are a great starting point for students to do further research, and will require students to understand the need to evaluate and check information found online. 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 prepare a newsletter about their class, and can choose to use an online programme to develop and present their work electronically. Project 2 (pp82–83) Students collaborate to collect information (including online) and can organise it electronically to create infographics to report the results of a class survey. Project 3 (pp120–121) Students are encouraged to make use of videos and podcasts in their presentation about a key member of their community.

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 texts about the real world, particularly the Around the world lesson in each unit, provide exposure to Englishspeaking cultures throughout the world. 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 essential human similarities in various cultures, and how, despite geographical and cultural differences, in some respects all students experience similar issues. Unit 2 (p26) The text about the Titanic gives students knowledge about a significant historic episode and encourages them to empathize with the individuals involved. The related activities prompt students to express their own response. Unit 3 (p39) This text exposes students to some problems experienced by students in other parts of the world and develops appreciation of other people’s points of view. Unit 4 (p52) The text allows students to compare their own experiences with another cultural tradition, and encourages their understanding and acceptance of cultural expression and diversity. Exercise 7 furthers this understanding by allowing them to consider the significance and value of artefacts beyond their monetary value.

Unit 5 (p64) The text allows students to reflect on the importance of an aspect of popular contemporary culture, and allows them to express their own point of view whilst showing respect and tolerance for their classmates’ opinions. Unit 6 (p76) This reading text about a cultural practice in India exposes students to an aspect of other people’s lives which they may compare with their own, thus helping to develop points of convergence with other cultures. Unit 7 (p90) This text about the national symbol of New Zealand helps students appreciate and understand the importance of folk tradition and icons to human culture. Students can use it as starting point to explore an example from their own cultural history and identity. Unit 8 (p102) This comparison of the way of life in some different neighbourhoods helps students understand how local community relationships can support individuals, and encourages them to be non-judgemental about societies that are different from their own. Unit 9 (p114) This text enriches students’ understanding of an aspect of contemporary culture in Australia. Exercise 7 encourages students to express their own response in a creative and unbiased way. 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.

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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 analyze words and expressions for sharing news, then discuss which methods they use in certain situations and collaboratively explore the reasons why. Unit 3 (p39) Students collaborate to define and analyze a problem and together discuss and suggest solutions. Students work independently to evaluate and refine their ideas and then come back in groups to negotiate and finalize their proposals before presenting to the rest of the class. Unit 4 (p49) The text raises awareness of the risks taken and the focus needed in order to become successful. Unit 6 (p73) Students start to build an understanding of initiative and risk-taking through the text about Sean Aiken, and use that to reflect on some of the experiences they have had. Unit 7 (p87) Students consider the rules that must be followed whilst participating in certain outdoor activities, and understand why rules are necessary for promoting safety. 7

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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 2 (p26) Students interpret the significance of various figures and dates and apply their knowledge in a matching exercise. Unit 3 (p33) Students consider scientific theories about the future and discuss the impact they might have; (p36) students interpret theories about the future of the environment, and within this context match numbers to facts. Unit 4 (p51) Students learn how to communicate in mathematical language by considering common errors in expressing fractions; (p55) students apply basic mathematical principles to the everyday context of shopping by calculating change, and then communicate outcomes within this context. Unit 7 (p90–91) Students demonstrate scientific inquiry by considering how the kiwi evolved over time. Unit 8 (p106) Students reason mathematically by recording and interpreting results of a survey, and express quantity in a written report. A number of CLIL topics enrich students’ knowledge of mathematical, scientific and geographical competences in English:

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Unit 8 (p101) Students demonstrate creativity and successful task management by planning and conducting a survey about TV and internet use. Unit 9 (p115) Students work collaboratively to plan a festival. Students judge which task best fits their strengths, negotiate and share roles, present their ideas to the class and respond to questions. 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) ‘Class newsletter’: Students co-operate to create a class newsletter, negotiate and distribute responsibilities, monitor and manage the task, and assess strengths and weaknesses of the final product. Project 2 (pp82–83) ‘Infographics’: Students demonstrate an understanding of how to plan and manage a project and how to analyze information. They work collaboratively to define the focus of a survey, plan and refine questions, interview people, collate and analyze survey results, decide on the presentation format, present their findings and evaluate their own learning. Project 3 (pp120–121) ‘In our community’: Students demonstrate initiative by identifying a number of sources from which to collect information; they build on project planning and management skills by clarifying ideas for their project and seeing it through to the final presentation stage.

Unit 1 (Focus on Maths and Physics, p124) Students deal with concepts like mass, force and velocity and consider them in relation to the weight and movement of objects. Unit 2 (Focus on Design and Technology, p125) Students consider properties of different materials, and apply this knowledge to complete product design tasks. Unit 6 (Focus on Biology, p128) Students consider developments in modern science and discuss personal experience of medical procedures. Unit 7 (Focus on Geography, p129) Students consider options to complete a diagram showing a food chain. They investigate the interdependencies in an ecosystem. Unit 8 (Focus on Geography, p130) Students interpret demographic graphs and use the data to reach conclusions about population growth. Unit 9 (Focus on Science, p131) Students analyze and interpret diagrams representing sound waves, and use this information to identify differences in sounds.

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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

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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.

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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?

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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 primary aim of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) is to provide standards for 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 2 is A2. The level descriptors for A1, A2 and B1 are included in the End-of-year self-assessment chart on page xxxix.

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Photocopiable © Oxford University Press 2015

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Self-assessment checklist

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I can listen and match specific information to news extracts.

I can talk about school and give details about timetable, subjects and teachers.

I can write a description of an event in the past.

Listening Page 12:2

Practical English Page 17: 8

Writing Page 18:5

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 to music

Revise before a test

Learn new words

Do homework

What did you do in English outside class?

I can read and match topics to content of a text.

Reading Page 14:2

2 Complete the form.

I can talk about what I did / didn’t do at specific times.

!!

** I can do this very well.

Speaking Page 11:10

!! 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

!

*

**

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 note to thank someone for a present.

!!

** I can do this very well.

I can describe lost property and answer questions about it.

I can listen for detailed factual information.

I can scan a text to check facts.

I can talk about recent discoveries in the news.

2 Complete the form.

Writing Page 30:4

Practical English Page 29:8

Listening Page 24:3/4

Reading Page 26:1

Speaking Page 21:2

!! 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

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**

Writing Page 56:5

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

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

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

!

*

**

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 formal letter of invitation using a variety of linking words.

I can pay for something in a shop and ask for a refund.

I can recognize the sequence in which specified information appears in an interview.

I can read an article and correct errors in sentences about it.

!!

** I can do this very well.

I can talk about money, and give advice about how to spend it.

What I remember: A useful question

I can write recommendations about an environmental problem.

Writing Page 42:5

Practical English Page 55:9

Listening Page 50:3

Reading Page 52:4

Speaking Page 47:1/2

2 Complete the form.

I can talk about health problems with a doctor and respond to questions about health.

Practical English Page 41:9

*

What did you do in English outside class?

I can deduce the meaning of unknown words from a listening text and use them accurately in a new context.

Listening Page 36:5

!

What I remember: A useful question

I can match new vocabulary from a text with the correct definitions.

Reading Page 38.4

!!

2 Complete the form.

I can talk about future predictions and say how they make me feel.

Speaking Page 33:2

!! 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.

** 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

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Self-assessment checklist

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**

I can write a review of three gadgets, and use adverbs to compare them.

Writing Page 68:5

I can ask and answer questions in a job interview. I can write an e-postcard and describe a holiday destination using adverbs of manner.

Practical English Page 79:7 Writing Page 80:5

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

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?

I can listen and recognize differences in sounds.

I can recognize where missing sentences belong in a text.

I can ask and answer questions about people’s life experiences.

** I can do this very well.

Listening Page 75:6

Reading Page 76:2

Speaking Page 73:10

What I remember: A useful question

I can express and ask for opinions, agree and disagree and make comparisons.

Practical English Page 67:10

*

What I remember: A useful question

I can extract information from a listening text to complete sentences.

Listening Page 62:3

!

2 Complete the form.

I can identify sentences within a text which confirm specified information.

Reading Page 64:3

!!

2 Complete the form.

I can talk about my abilities and what I’m allowed to do in the past and present.

Speaking Page 61:10

!! 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

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I can listen to news extracts and correct errors in sentences about them.

I can give advice and instruction about a new sport.

I can write advice on a travel forum.

Listening Page 88:4

Practical English Page 93:7

Writing Page 94:6

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 extract new vocabulary from a reading text and use it accurately in a new context.

Reading Page 90:3

2 Complete the form.

I can give advice about everyday problems.

Speaking Page 87:8

I can listen to a dialogue and identify the picture which depicts the conversation. I can make compromises and polite requests. I can write a report about a class survey, giving results and a conclusion.

Listening Page 104:2 Practical English Page 105:9 Writing Page 106:5

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 read a text and find specific information.

Reading Page 102:3

2 Complete the form.

I can talk about what makes me happy and what is important to me.

!!

** I can do this very well.

Speaking Page 97:2

!! 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.

** 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

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Self-assessment checklist

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Class: __________________

I can listen to a meeting dialogue and predict what happens next. I can organize a party and ask for and offer to help. I can write an article about the highlights of my life.

Listening Page 117:4 Practical English Page 117:6 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 predict content of a text using visual clues.

Reading Page 114:1

2 Complete the form.

I can use adjectives to give my opinions of new inventions.

!!

** I can do this very well.

Speaking Page 109:2

!! 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

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Evaluation record sheet

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End-of-year test

End-of-term test 3

Unit 9

Unit 8

Unit 7

End-of-term test 2

Unit 6

Unit 5

Unit 4

End-of-term test 1

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 A1, A2 or B1. Then put ticks (✓) or crosses (✗) in the table.

A1

A2

B1

Listening Reading Conversation Speaking Writing A1

A2

B1

Listening

I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

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.

Reading

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

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.

Conversation

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

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 use simple phrases and sentences to describe where I live and people I know.

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 write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

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.

(Oral interaction)

Speaking (Oral production)

Writing

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Starter unit Unit summary

Culture note Rugby and cricket are the most popular sports in Australia. Football is less popular, although a lot of Australians play Australian-rules football, in which, as well as kicking the ball, players are also allowed to catch and run with it. The majority of cities in Australia are located close to the coast and have warm, sunny weather for most of the year, so Australians spend a lot of time at the beach and barbecuing food outside. Because Australia is so big, a lot of students who live in remote areas study at home via the internet and only get together with teachers or other students about once a month.

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) free-time activities: do (outdoor) activities, do sports, go cycling, go surfing, go to the sports centre, go walking, hang out at the beach, have a barbecue, play cricket, play rugby, watch a film Collective nouns: class, family, group, team Clothes: boots, cap, cardigan, dress, hat, hoodie, jacket, jeans, leggings, sandals, shirt, shoes, shorts, skirt, socks, sweatshirt, top, trainers, trousers, T-shirt

Grammar Present simple Present continuous like +-ing / noun

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.

Exercise 1

$ 1.01

• Read the task with the class. Point out questions 1–3 above the photos and the three comments A–C.

• Play the recording for students to listen and read the forum •

posting, and do the matching task in their notebooks. Check answers with the class.

ANSWERS

1 C

2 B

3 A

Did you know?

• Read the Did you know? box with the class. Ask students how many of them do sport at least once a week. As a class, discuss whether they think people in their country are generally active or not. The following notes refer to material on Student's Book page 5.

Exercise 2

• Ask students to copy the questions into their notebooks with

Reading and Vocabulary Aims

• Read and listen to a forum posting about life in Australia. • Ask and answer questions about the forum posting. • Practise using vocabulary for free-time activities, places, seasons, sports and weather. 7 Develop competence in linguistic communication. 3 Develop competence in cultural awareness and expression.

Warm-up

• Focus students’ attention on the photos and discuss what they show. Elicit a range of ideas. Use the photos to elicit or teach rugby, beach, barbecue and countryside.

• • •

the correct question words. Check answers with the class, and review the use of the different question words if necessary. Divide the class into pairs to ask and answer the questions, looking back at the forum posting if they need to. Check answers with the class.

ANSWERS

1 2 3 4 5 6 7

Why – Because there are huge waves. How – It’s over 100 years old. What – It’s usually warm and sunny. When – They go to the sports centre every weekend. Who – She meets a group of her friends. Which – He studies Science, Maths and English. Where – He spends one week a term at school.

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Exercise 3

• Alternatively, read through the rules with the class and elicit the correct answers. Then ask students to copy the rules into their notebooks.

• Ask students to find words and phrases in the text to match

•

the categories, and add more words to each category. You could set a time limit for this, and challenge students to add as many words to each category as they can. Write the category names on the board. Elicit the answers and add these to the board, and then elicit other words for each category. Check that students understand all the words.

ANSWERS

free-time activities: go to the sports centre, hang out, watch a film, have a barbecue places: Sydney, Canberra, the beach, the sports centre, the cinema, a town, school seasons: summer, winter sports: cricket, surfing, cycling, rugby, walking weather: warm, sunny, rain

Vocabulary Aims

• Practise using nouns referring to groups of people.

7

Develop competence in linguistic communication.

Exercise 4

• Invite different students to read the example sentences aloud. Then read through the information in the box with the class. Elicit the correct answer. ANSWER

singular

ANSWERS

1 2 3 4 5 6

Exercise 7

• Go through the first question as an example. Then ask • • •

Optional activity Ask students to write three more questions about the topics in exercise 3, e.g. How often do you go to the beach? Then have them ask and answer in pairs. Review adverbs of frequency with the class if needed.

• Read out the sentence beginnings and elicit one or two

•

Grammar – Present simple Aims

• Revise how to use the present simple. • Practise asking and answering questions using the present simple. 7 Develop competence in linguistic communication. v Grammar animation • Presentation of the present simple in context.

Exercise 6

• Refer students back to the text to find the sentences in blue. • T5

Ask: What tense are the verbs in the sentences? (present simple). Ask students to copy and complete the rules in their notebooks. Then check answers with the class.

What sports do you do in your free time? How often does it rain in your region? Is your class big? What does your family usually do at the weekend? How often do you and your friends go to the cinema? Which school subjects do you study?

v Grammar practice • 1–3 star tasks to practise the present simple. Also available on the Tests and Resources Multi-ROM.

Exercise 5

•

students to write the full questions in their notebooks. Invite some students to read the completed questions aloud, and check that they are correctly formed. Divide the class into pairs to ask and answer the questions. Conduct class feedback and invite some students to tell the class something they learned about their partner.

ANSWERS

1 2 3 4 5 6

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

possible endings. Ask students to write sentences about themselves in their notebooks. Monitor and help as necessary. Invite some students to read their sentences to the class.

true don’t or doesn’t, not the question word do or does, the correct form of be how often after

Writing Aims

• Write sentences about school life, free-time activities and sports in your country. 7 Develop competence in linguistic communication. 3 Develop competence in cultural awareness and expression.

Exercise 8

• Refer students back to questions 1–3 in the forum posting. • Ask them to write their own answers in their notebooks using •

the present simple and adverbs of frequency. Conduct class feedback, praising good use of the target language and correcting any errors.

Further practice Grammar, Workbook pages 4–5 Grammar reference, Workbook pages 80–81 Grammar worksheets, Tests and Resources Multi-ROM

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Vocabulary and Listening

3 caps, cardigans, dresses, hats, hoodies, jackets, shirts, skirts, sweatshirts, T-shirts, tops. ‘Dress’ forms the plural with ‘es’.

Aims Optional activity

• • • •

Revise and learn vocabulary for clothes. Listen to a conversation about clothes. Identify people from descriptions of their clothes. Answer questions on the conversation. 7 Develop competence in linguistic communication. v Vocabulary presentation • Interactive matching task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Give students one minute to look at the picture and memorise as many details as they can. Then, with books closed, divide the class into pairs to write a list of what each person A–F is wearing. Set a time limit of one or two minutes. Then ask pairs to join up with another pair to compare and build up their lists. Finally, students can open their books to check.

Exercise 3

•

Warm-up

• With books closed, give a description of what you are wearing • •

today, beginning: Today I’m wearing … . Ask individual students: What clothes are you wearing today? Divide the class into small groups to write as many words for clothes as they can. They can use their dictionaries. Invite the group who wrote the most words to write them on the board, and invite the rest of the class to add any other clothes. Make sure you cover all the clothes in the box on page 6.

Exercise 1

• Focus attention on the picture and ask: Who are the people? • •

What are they doing? Elicit that this is a drama club. Read through the task with the class. Point out that several clothes words match to each person. Students can work individually or in pairs to match the words to the clothes. Check answers with the class and model pronunciation of any difficult words.

ANSWERS

A B C D E F

dress, cardigan, sandals hoodie, leggings, skirt, trainers hat, jacket, shirt, shoes, trousers shorts, socks, T-shirt, trainers cap, boots, jeans, sweatshirt shirt, shoes, trousers

Exercise 2

• Refer students back to the box in exercise 1 and elicit the

• •

clothes items that appear there in plural form. Read the first question aloud and ask students which of the clothes items are always in the plural form. Ask students to answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 leggings, jeans, shorts, trousers. They are never singular because they have two parts (for each leg) and they can’t be separated. 2 boots, sandals, shoes, socks, trainers. They are usually plural because they come in pairs / we wear two of them, but they can be separated.

$ 1.02

Audio script pT135

• Tell students that they are going to listen to two people

• •

talking about the picture. Point out that there are six people in the picture but only five names, so one picture is not needed. Focus students’ attention on the picture and elicit or teach some useful words and phrases to describe appearance. Make sure you include: ginger hair, moustache, beard and bald. Play the recording for students to listen and match. Check answers with the class.

ANSWERS

A Anna C Matthew D Tom E Sophie F Nathan

Exercise 4

• Read the question and have students work out the answer. ANSWER

B

Exercise 5

$ 1.02

Audio script pT135

• Make sure that students understand the questions. • Play the recording again for students to listen and answer, • •

pausing as necessary to allow them time to write. Alternatively, students can answer the questions from memory, and then listen again to check their answers. Check answers with the class.

ANSWERS

1 The students are preparing for a school musical. 2 Matthew’s hair is ginger. 3 Tom. He’s wearing his dad’s (blue) football socks and football shorts, and a (red) T-shirt. 4 No, Sophie is riding a unicycle. 5 Nathan’s real hair is short and curly. 6 Katie isn‘t in the photo because she’s taking the picture.

Speaking Aims

• Describe people and the clothes they are wearing.

7

Develop competence in linguistic communication.

Exercise 6

• Read through the task. Give students time to prepare their descriptions. Then, as a class or in groups, invite students to describe a person for the others to guess.

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Grammar – Present continuous

Exercise 9

• Read the task with the class and point out that students need

Aims

• Revise how to use the present continuous. • Practise using the present continuous.

7

Develop competence in linguistic communication.

v Grammar animation • Presentation of the present continuous in context.

Exercise 7

• Read through the example sentences with the class and elicit that they all use the present continuous. Ask students to copy the rules into their notebooks and complete them with the correct words. Check answers with the class and make sure they write the correct rules in their notebooks. Alternatively, read through the rules with the class and elicit the correct answers. Then ask students to copy the rules into their notebooks.

• • •

ANSWERS

1 2 3 4 5 6

-ing not don’t use -e double actions in progress

v Grammar practice • 1–3 star tasks to practise the present continuous. Also available on the Tests and Resources Multi-ROM.

• •

ANSWERS

1 2 3 4 5 6 7 8 9 10 11

and elicit the answer from the class as an example. Ask students to write the sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Make sure that students have remembered to omit the -e in riding.

• •

ANSWERS

1 2 3 4 5 6 7

Anna is wearing a cardigan. Who is playing the trumpet? Are Tom and Matthew singing? Sophie is riding a unicycle. Nathan isn’t wearing a hat. Nathan is carrying a walking stick. Why is Tom wearing a beard and moustache?

are you doing Are you watching ’m not are visiting ’re making ’m playing ’s singing ’s he doing ’s listening Does he play does

Speaking Aims

• Describe what people are doing at a particular time.

7 5

Develop competence in linguistic communication. Develop social and civic competence.

Exercise 10

• Read through the task. Invite a confident student to read the

Exercise 8

• Read the task aloud. You could go through the first sentence

to decide whether each verb should be in the present simple or present continuous. Elicit when we use the present simple, referring students back to the rules on page 5 if necessary. Ask students to read the dialogue and write the correct verb forms in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

• •

example answer aloud. Ask students to write sentences about their family and friends in their notebooks. Monitor and help while they are working. Invite students in turn to read out their descriptions. See if the class can guess the time.

Further practice Vocabulary, Workbook page 5 Grammar, Workbook page 6 Grammar and vocabulary reference, Workbook pages 80–83 Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Optional activity Ask students to write three sentences about the photo after exercise 7, using the present continuous. Explain that two sentences should be true, and the other one false. Alternatively, this could be done with the picture in exercise 1. Invite some students to read their sentences to the class. Elicit from the other students which sentence is false.

T7

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Speaking, Listening and Vocabulary • • • •

Practise using like + -ing / noun. Ask and answer questions about likes and dislikes. Listen to a conversation in which people suggest things to do. Answer questions on the conversation. 5 Develop social and civic competence. 7 Develop competence in linguistic communication.

• Ask individual students: What do you usually do at the weekends? What are your favourite activities? Elicit a range of answers and write some popular activities on the board. Make sure that students understand all the words on the board. You could try to find out the most popular activity in the class by pointing to each activity in turn and asking for a show of hands.

Exercise 1 Language point

• Focus students’ attention on the photos and elicit what they show. Use the pictures to teach funfair and rollercoaster.

• Read through the Language point with the class, and invite • •

•

two students to read the example answers aloud in the form of a dialogue. Elicit other verbs for talking about likes and dislikes, and write them on the board, e.g. I like / love / hate / don’t mind / don’t like / can’t stand. Divide the class into pairs to ask and answer questions about the things and activities in the picture. Students could also ask and answer questions about the activities on the board. Monitor and help while they are working. Invite some students to tell the class something they learned about their partner.

v Language practice • Interactive task to practise like + -ing / noun.

Exercise 2

$ 1.03

•

• • •

verbs in the box. Make sure that they understand everything. Play the recording again for students to listen and complete the sentences in their notebooks. Pause the recording as necessary to allow students time to write. Alternatively, students can complete the sentences from memory, and then listen again to check their answers. Check answers with the class.

1 can’t stand 2 doesn’t mind 3 prefers like 5 hates 6 are crazy about

discussing what to do. Read the task aloud. Pre-teach scuba diving. Play the recording for students to listen and write a list in their notebooks of the activities that each of the speakers suggests. Point out the example answer. Check answers with the class.

ANSWERS

Bea: go shopping, do scuba diving course, go to funfair, order a pizza Adam: go to swimming pool, go to cinema, stay home and play computer games

4 love, doesn’t

Optional activity Ask students to write two sentences about themselves, using the verb phrases in exercise 3. Monitor and help as necessary. Encourage students to compare their sentences in pairs. Invite some students to read their sentences to the class.

Practical English Making suggestions and giving opinions Aims

• Practise making suggestions and giving opinions about activities.

7 5

Develop competence in linguistic communication. Develop social and civic competence.

v Speaking practice • Interactive task to re-order a dialogue.

Exercise 4

• Invite different students to read the phrases in the Functional •

Audio script pT135

• Tell students that they are going to listen to two friends • •

Audio script pT135

ANSWERS

Warm-up

•

$ 1.03

• Give students time to read the gapped sentences and the

Aims

•

Exercise 3

• • •

language box aloud. Then read through the activities in the box and make sure that students understand them all. Focus students’ attention on the example conversation. Then demonstrate the activity by saying to a confident student: Do you want to climb that hill? Encourage the student to give their opinion and then make another suggestion. Divide the class into pairs to make suggestions and give their opinions. Monitor and help while they are working, and note down any repeated errors to feed back on at the end. Conduct class feedback, praising good use of the target language and correcting any errors.

Optional activity Ask students to work individually and think of three things they would like to do next weekend. Divide them into pairs to plan what they are going to do together at the weekend. Point out that they should each make suggestions and give their opinion of the different activities, and try to agree on one. Invite some pairs to tell the class what activity they agreed on.

Starter unit

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What’s new? Unit summary

• Ask students to open their books. Focus attention on the

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Verbs: answer, arrive, ask, begin, cry, drop, find, finish, forget, give, hear, laugh, leave, lose, pick up, remember, see, shout, sit, stand, take, whisper Adjectives: feelings: angry, bored, calm, energetic, excited, lonely, nervous, positive, relaxed, scared, surprised, tired Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) feather (n), fountain (n), pavement (n), pillow (n), soap (n) asleep (adj), funny (adj), hungry (adj), sick (adj), thirsty (adj) benefits (n), fake (adj), mood (n), sleepy (adj), solution (n)

•

ANSWERS

A B C D E F

• Read through 1–5 with the class and check that students • •

Functional language Talking about school (practised and tested in 1–3 star tasks and tests) Can you show me where the … is? Who’s your teacher? What’s he / she like? What have you got first period? … is my favourite / least favourite subject. Are you good at … ? I’m (not very) good at / (not) bad at … . What time is … ? It’s from … to … . I prefer … to … . I’ll see you (at break).

Warm-up

4 1

Develop sense of initiative and entrepreneurship. Develop digital competence.

Exercise 1

• With books closed, ask: What do you use your phone for? How much time do you spend on your phone each day? Elicit a range of answers.

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understand everything. Ask students to think about how they would do each thing, and make notes. Ask students to compare their answers in pairs. Invite some students to tell the class how they would do the different things. Encourage other students to say if they agree or disagree, and why.

Optional activity As a class, brainstorm some more things that students use different forms of communication for, e.g. arranging to meet a friend, talking about problems, thanking relatives for gifts, apologizing after an argument. Write the ideas on the board. Point to each idea in turn and ask: How would you normally do this? Why? Elicit a range of answers from students, and encourage them to give their reasons.

Exercise 3

• Invite a student to read the example sentences aloud and

• •

Aims

• Learn vocabulary to describe ways of sharing news. • Talk about communicating and sharing news.

send e-mails talk face-to-face listen to news reports read (online) newspapers send texts (text messages) use social media

Exercise 2

Grammar Past simple: regular and irregular verbs (there) was / were used to

photos. Divide the class into pairs and match the photos to the ways of sharing news. Check answers, and make sure that students understand all the phrases in the box.

elicit different ways to complete them. Allow students a little time to think about which methods they like and dislike and why. Divide the class into pairs to discuss their ideas. Ask them to make a note of the ways of communicating their partner’s likes and dislikes. Invite some students to tell the class about their partner’s likes and dislikes.

Exercise 4

• Play the video for students to watch. v Video: The Newseum Duration: 3.40 minutes Topic: A history of news. Task: Answer the questions at the end of the video. Video scripts are available on the iPack Resources tab.

• • • •

Unit 1

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Did you know?

1.1 Everyone laughed a lot!

• Read the Did you know? box with the class. Elicit what a flash mob is and any examples they know of.

Vocabulary and Reading Aims

Culture note

• • • •

Flash mobs The three events described in the text are all examples of flash mobs. These are organized using social media and involve a large number of people coming together to take part in a short unannounced activity usually for fun. However, some flash mobs can have a more serious political message. Another fun flash mob took place at Grand Central Station in New York, where over 200 people ‘froze’ and remained in their positions for two minutes before moving on. Videos of many of these flash mob events are available on YouTube.

Learn verbs with opposite meanings. Read and listen to a forum posting about special events. Answer questions on the forum posting. Understand new vocabulary in context. 3 Develop competence in cultural awareness and expression. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 4

• Give students time to read the questions before they read the

Warm-up

text again and write the correct names.

• Focus on the photos on pages 10 and 11. Ask: What do you think is happening in each one? Where do you think it is taking place? Encourage students to speculate, but don’t confirm their ideas at this stage.

Exercise 1

• Check that students understand opposite by eliciting a few • •

• Check answers with the class. ANSWERS

1 Ben

Optional activity Ask students to quickly search for the following information in the texts. You could do this as a race, to motivate students. 1 Which event didn’t take place in a square? 2 Who didn’t see the beginning of the event? 3 Who only watched the event and didn’t take part?

ANSWERS

find – lose forget – remember give – take laugh – cry

5 Amy 6 Amy

v Reading extension • A true / false comprehension task about the forum postings.

simple opposites, e.g. big –small, old – young. Ask students to copy the verbs into their notebooks and match them into pairs of opposites. Check answers and practise pronunciation of the verbs.

arrive – leave ask – answer begin – finish drop – pick up

2 Amy 3 Laura 4 Ben

see – hear shout – whisper sit – stand

ANSWERS

1 the flash mob choir

2 Amy 3 Laura

Exercise 2

Exercise 5

• Check that students understand sad, rubbish and library. • Ask students to read the sentences and write the correct

• Draw attention to the highlighted words in the text. With a

•

verbs in their notebooks. Point out that they need to change the form of the verb slightly in sentences 2 and 8. Check answers with the class.

•

ANSWERS

1 ask 2 cries 8 leaves

Exercise 3

• •

3 find

4 drop

5 sit

6 give

7 whisper

$ 1.04

• Refer students back to the forum postings and photos. Read the question aloud and check that students understand it.

• Play the recording for students to read and listen to the text. • Elicit which event wasn’t a surprise, and ask how they know this. ANSWER

B the pillow fight in Plaza Catalunya (because they took pillows)

weaker group, elicit the meaning of each word. Read out the first question in exercise 5 and elicit the answer. Ask students to read the remaining questions and write the words in their notebooks. Check answers with the class.

ANSWERS

1 feathers 2 pillow 3 soap

4 fountain 5 pavement

v Vocabulary practice • Interactive task to practise the vocabulary.

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

Unit 1

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Grammar – Past simple: regular and irregular verbs Aims

• • • •

Learn the past simple forms of regular and irregular verbs. Practise the pronunciation of the past simple ending. Complete sentences and texts with past simple forms. Ask and answer questions about past events. 7 Develop competence in linguistic communication.

• There are follow-up exercises for further practice on page 132. ANSWERS

/d/ answered, played, remembered /t/ asked, laughed, stopped /ɪd/ shouted, started, wanted

Optional activity Refer students back to the texts on pages 10 and 11 to find more regular verbs and to add these to the table. Check answers eliciting any spelling changes, e.g. dropped.

v Grammar animation • Presentation of the past simple in context.

ANSWERS

/d/ realized, joined, arrived, used /t/ looked, dropped, picked up, finished, clapped /ɪd/ decided, waited, shouted

Exercise 6

• Focus attention on the verb table. Point out that regular • •

• •

verbs can add either -ed or just -d if they already end in -e. Ask students to find more examples of regular verbs in the texts. Ask students to copy the table into their notebooks and add the past simple forms of the verbs in exercise 1. Point out that they can use their dictionaries to help them. Check the affirmative answers with the class, asking which regular verbs have a small spelling change in the past simple (drop – dropped, cry – cried). Ask students to make a note of these spelling changes in their notebooks. Point out the use of did with the base form of the main verb in the negative and question forms, and check answers. Finally, explain to students that they need to learn irregular past simple forms.

ANSWERS

Regular verbs: arrived, answered, asked, cried, dropped, finished, laughed, picked up, remembered, shouted, whispered Irregular verbs: began, forgot, found, gave, heard, left, lost, sat, saw, stood, took Negative forms use didn’t + base form of verb. Questions are formed with Did + (subject) + base form of verb. v Grammar practice • 1–3 star tasks to practise past simple verb forms. Also available on the Tests and Resources Multi-ROM.

Exercise 7

• Ask students to copy the sentences into their notebooks and •

complete them with the correct past simple forms. Check answers with the class.

ANSWERS

1 lost, found 2 did, begin 3 asked, didn’t answer 4 didn’t see 5 did, leave 6 stood, didn’t arrive

Exercise 8

$ 1.05

• •

the recording to do this. Go through the example in the table. Divide the class into pairs to practise saying the words and complete the table in their notebooks. Play the recording for them to listen and check their answers. Play the recording again for students to repeat the words.

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• Ask students: Do you like going to theme parks? • Have students read through the dialogue quickly, ignoring • •

the gaps, to get the gist of it. Ask: Who was scared? (the children’s parents). Ask them to write the correct form of the verbs in their notebooks. With a weaker group, elicit which verbs they need to write in negative and question forms before they start. Check answers with the class. Invite two confident students to read the completed dialogue aloud.

ANSWERS

1 did 2 went 3 gave 4 did you go 5 didn’t go 6 did you enjoy 7 laughed 8 didn’t want 9 didn’t drop

Language in action Aims

• Practise using past simple forms of regular and irregular verbs. • Talk about past events.

7 5

Develop competence in linguistic communication. Develop social and civic competence.

Exercise 10

• Check that students understand the time expressions in the box. • Read only the example sentence aloud. Ask students to write • • •

Say it!

• Model the pronunciation of each of the endings clearly, or use •

Exercise 9

•

sentences about things they did and didn’t do, using the time expressions. Elicit some examples and write them on the board. Then read the example question and answer aloud. Point to the sentences on the board and elicit questions about them. Divide the class into groups to ask and answer questions using the ideas in their sentences. Monitor and help as needed. Conduct class feedback, praising good use of the target language and correcting any errors.

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 It wasn’t real – it was a toy! Vocabulary and Listening Aims

• Listen to a radio programme about funny news stories. • Listen carefully in order to correct wrong information in sentences. • Learn adjectives to describe feelings. 5 Develop social and civic competence.

Warm-up

• Focus on each picture in turn and ask students what the • •

people and animals are doing. Use the pictures to teach key vocabulary for each picture, e.g. base jump, pockets, tortoise. Divide the class into pairs or small groups. Ask them to choose one of the pictures and guess the story behind the picture. Set a time limit of two or three minutes for this. Invite different students to tell the class their stories. Don’t confirm their ideas at this stage.

v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

• Play the recording again for students to listen and correct the sentences in their notebooks. Pause after each story to allow them time to write. Check answers with the class.

•

ANSWERS

1 The policeman didn’t climb down the tree because he wanted to stay with the child was too scared to come down. 2 Dorothy Custer rode a zipline across a canyon a few years ago last year. 3 Two dogs drove a car on a busy an empty road. 4 The woman in west London knew didn’t know the man on her sofa. 5 Margaret Parker phoned the Wildlife Rescue Centre because she didn’t want the tortoise thought the tortoise was sick.

Exercise 4

• Focus students’ attention on the blue words in A–E. Check that they understand them.

• Ask students to match the sentence halves. • Check answers with the class by inviting different students to read the completed sentences aloud. ANSWERS

1 C

v Listening preparation

• Interactive task to practise stress patterns. $ 1.06

Audio script pT135

• Ask students to read the sentences and match them to • •

the pictures. Then play the recording for students to listen and check their answers. Conduct class feedback and ask students if they guessed any of the stories correctly in the Warm-up. Elicit which stories students find strange or funny.

ANSWERS

1 E

2 A

Exercise 3

5 A

Optional activities

and check that students understand them all. Model pronunciation of the adjectives. Divide the class into pairs. Ask them to look at the pictures and decide how the people or animals felt. Conduct class feedback and encourage students to give reasons for their answers.

Exercise 2

4 B

v Vocabulary practice • Interactive task to practise the vocabulary.

• Read through the adjectives in the box with the class

•

3 E

• To practise the adjectives from exercise 1, write the

Exercise 1

•

2 D

3 B

4 D

$ 1.06

5 C

•

following sentence beginnings on the board: I sometimes get bored when … I always feel relaxed when … I get scared when … I feel angry when … I get nervous … Ask students to complete the sentences about themselves. Invite some students to read their sentences to the class. Ask other students: Do you feel the same in this situation? If your students enjoy creative activities, divide the class into pairs. Ask them to write a short conversation between the people in one of the pictures on page 12. Tell them to make their conversations funny if possible, and to include adjectives from this page. Monitor and help while they are working. Students can practise their conversations in pairs. Invite some pairs to perform their conversations for the class.

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

Audio script pT135

• Allow students time to read through the sentences. • Check that they understand everything, e.g. zipline, canyon, sofa and Wildlife Rescue Centre.

Unit 1

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Grammar – (there) was / were Aims

• Learn how to use was, were, there was and there were. • Learn past time expressions. • Practise using (there) was / were.

7

Develop competence in linguistic communication.

v Grammar animation • Presentation of (there) was / were in context.

Exercise 5

• Invite different students to read the example sentences aloud. • Read through the rules with the class and ask students to • •

copy and complete them carefully in their notebooks. Check answers with the class. Model the pronunciation of was and were. Students could copy some of the example sentences into their notebooks, or they could write some personal example sentences in their notebooks.

b Language practice • Interactive task to practise the vocabulary.

Exercise 8

• Read through the sentence beginnings with the class and • •

check that students understand everything. With a weaker group, elicit a few possible endings for each sentence. Ask students to complete the sentences in their notebooks. Invite some students to read their sentences to the class.

Exercise 9

• Point to the picture and elicit or explain that this is a car wash. • • •

Tell students the story includes the word robber and ask them if they can guess what happens. Elicit a few ideas. Encourage students to read through the text quickly, ignoring the gaps, to see if their ideas were correct. Ask students to write the correct options in their notebooks. Check answers with the class.

ANSWERS

1 wasn’t 2 there 3 was 4 he 5 were

6 were

ANSWERS

1 was, were 2 wasn’t, weren’t 3 don’t use v Grammar practice • 1–3 star tasks to practise (there) was / were. Also available on the Tests and Resources Multi-ROM.

Exercise 6

• Ask students to read the sentences and write the correct past • •

simple forms of be in their notebooks. Check answers with the class. Ask the class questions 3 and 4, and elicit some answers from individual students.

ANSWERS

1 wasn’t, was 2 weren’t 3 were 4 was 5 wasn’t 6 was, Were 7 was, was 8 wasn’t, was

Exercise 7

• Read through the expressions in the box with the class and • • •

make sure students understand them all. Focus attention on the timeline. Point out the word now, and elicit which expression goes immediately before that (an hour ago). Ask students to draw the timeline in their notebooks and put the expressions in order. Check answers with the class.

ANSWERS

1 last year 2 at Christmas 3 in February 4 in the summer holidays 5 two weeks ago 6 yesterday 7 at midnight 8 an hour ago Note: items 2, 3 and 4 may vary in order.

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Language in action Aims

• Ask and answer questions using was and were.

7 5

Develop competence in linguistic communication. Develop social and civic competence.

Exercise 10

• Ask students to copy the questions into their notebooks and complete them with the correct forms of be.

• Check the questions by inviting different students to read • •

their questions to the class. Divide the class into pairs to ask and answer the questions. Encourage them to note down some things that they learn about their partner. Monitor and help as necessary. Invite some students to tell the class something they learned about their partner. Praise good use of the target language.

ANSWERS

1 were, was 2 was 3 was 4 were

5 was

Optional activity Ask students to write two more questions using was and were, to ask their classmates. Invite some students to read their questions to the class. Encourage different students to answer the questions.

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

Culture note Laughter yoga Laughter yoga was developed by an Indian doctor, who believed that laughter has many physical and mental benefits, and forced laughter can have the same benefits as real laughter. Working in a group, people force themselves to start laughing. The laughter soon becomes contagious, and they soon find themselves laughing genuinely.

Reading and Vocabulary Aims

• Read a text about some unusual school lessons in India and Scotland. Read for general meaning, and to find specific information. Understand new vocabulary in context. Learn and practise using used to. Talk about what school life used to be like. 3 Develop competence in cultural awareness and expression. 7 Develop competence in linguistic communication.

Did you know?

Warm-up

Exercise 3

• Draw attention to the map, and elicit any information that

• Read the first sentence aloud, and refer students to the first

• • • •

• Invite a student to read the Did you know? box aloud. Ask students if they find it easy or difficult to believe and why. Ask: Do you laugh a lot? What kinds of things make you laugh?

students know about Scotland and India.

Culture note Scotland Scotland is one of the countries of the United Kingdom. It was an independent country until 1707, when an Act of Union joined it to England, and the United Kingdom was formed. Scotland has its own parliament in the capital, Edinburgh, and has a separate legal system from England. In 2014, a referendum was held in Scotland to decide whether it should become an independent country again. The majority of people voted for Scotland to stay within the United Kingdom, but there was a call for more power to be devolved to the Scottish parliament. India India is the seventh-largest country in the world, and the world’s largest democracy. It is multilingual, with different languages spoken in different regions, and multicultural, with communities of Hindus, Muslims, Christians, Sikhs and Buddhists. India was colonized by Britain in the eighteenth century. It remained under British control until 1947, when it became independent after an independence struggle led by Mohandas (Mahatma) Gandhi. English is still an official language in India, and is used as a common language of communication between people from different language communities within the country. The capital is New Delhi.

• •

paragraph of the article to elicit that it is true. Ask students to read the rest of the article again and complete the exercise, correcting the false sentences. Check answers with the class. Elicit and resolve any vocabulary queries students may have.

ANSWERS

1 2 3 4 5

True. False. Students feel calm and relaxed after laughter yoga. False. Fake laughter has the same benefits as real laughter. True. False. They say that watching TV at night makes students sleepy at school. 6 False. They slept more twenty years ago than they do now. v Reading extension • A short reading comprehension on an article about a new kind of lesson in UK schools.

Exercise 4

• Focus students’ attention on the highlighted words in the • •

article. With a weaker group, check understanding. Ask students to complete and write the sentences in their notebooks. Check answers with the class.

ANSWERS

1 sleepy 2 fake

Exercise 1

• Read through the list of lessons in the box and check understanding. Ask students which they do in their school, and which they would like to do and why. Elicit a range of answers.

Exercise 2

$ 1.07

• Play the recording for students to read and listen to the article and decide which two lessons from exercise 1 are mentioned. ANSWERS

Laughter yoga and sleep lessons

3 solution

4 benefits

5 mood

v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Invite students to try out laughter yoga. Ask everyone to put down their books and pens and look at their classmates, and then ask them to start laughing. If they are self-conscious, start laughing yourself to get them started. The laughter should soon become genuine. Allow them to laugh for about a minute, and then ask them to stop. Ask how they feel.

Unit 1

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Exercise 5 Language point

Optional activity

• Ask students to look back at the article and find the sentences • •

• • •

in blue. Elicit or explain that all these sentences contain the structure used to. Read through the rules in the Language point box with the class. Ask students to copy the Language point into their notebooks. Refer them back to the sentences in blue and ask them to identify the affirmative, negative and interrogative forms of used to. Check that they understand them and elicit how each one is formed. Ask students to read the dialogue and write the correct words to complete the sentences. Check answers with the class. Encourage students to copy some of the sentences into their notebooks as example sentences. Alternatively, they could write their own example sentences to help them remember the point.

ANSWERS

1 2 3 4 5 6

did you use to study used to be Did boys use to have used to learn didn’t use to do didn’t use to have

v Language practice • Interactive task to practise used to.

Ask students to write three questions to ask a classmate, using used to. Elicit a few example questions first, e.g. Did you use to watch a lot of TV when you were younger? Monitor and help while they are writing their questions. Divide the class into small groups to ask and answer questions. Encourage students to note down things that they learn about their partner. Invite some students to tell the class something they learned about their classmates. v Culture video: Film school • Duration: 3.11 minutes • Topic: A film school at City College, New York. • Video worksheets to accompany this video are available on the iPack Resources tab.

Focus on … ICT • Read the task with the class and check that students • •

understand domain. Divide the class into pairs to discuss the question. Elicit a few ideas, but don’t confirm the answer at this stage. Ask students to do the CLIL extension on page 123.

Further practice Reading, Workbook page 12 CLIL worksheet Unit 1, Tests and Resources Multi-ROM

Language in action Aims

• Write about school life three years ago. • Practise using used to.

7 5 1

Develop competence in linguistic communication. Develop social and civic competence. Develop digital competence.

Exercise 6

• Read through the topics in the box with the class and elicit

• • •

a few example sentences using used to, e.g. I used to walk to primary school, but now I go by bus. We didn’t use to play basketball at school. Allow students time to write their sentences. Monitor and help as necessary. Invite some students to read their sentences to the class. Conduct class feedback, praising good use of the target language and correcting any errors.

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1.4 Practical English Listening and Vocabulary Aims

• Listen to people discussing their school timetable and complete the timetable.

• Learn functional language for talking about school. • Practise listening to and using the sounds /eɪ/ and /æ/.

7 2 4

Develop competence in linguistic communication. Develop competence in learning to learn. Develop sense of initiative and entrepreneurship.

• With books closed, ask individual students what their favourite

•

10.15 PE English Drama French

Exercise 3

$ 1.08

Audio script ppT135–T136

• Ask students to read the dialogue and write the missing •

words in their notebooks. Encourage them to remember what they heard on the recording. As they finish, allow students to compare their answers. Then play the recording for them to listen again and check.

ANSWERS

Warm-up

•

ANSWERS

1 2 3 4 5

subject is at school. Elicit a few ideas. Divide the class into pairs or small groups and give them one minute to write down as many school subjects as possible. Find out which pair or group wrote the most subjects and invite them to read out their list. Write them on the board and then invite the rest of the class to add any other subjects. Make sure you cover all the subjects in the timetable on page 16. Ask: What time does school start in the morning? What time does it finish? Elicit answers. Review telling the time, if necessary, by writing a selection of times on the board and eliciting how to say them, e.g. 9.30, 10.45 etc. You could do this as a game, awarding a point to the first student to say each time correctly.

Exercise 1

• Focus students’ attention on the timetable. Check that they understand break.

• Ask students to answer the questions in their notebooks. • Check answers with the class. ANSWERS

1 2 3 4

Lessons start at 8.45 every morning. The lunch break is an hour and fifteen minutes. Safia has Art on Wednesdays at 11.15 a.m. Safia has ICT on Mondays at 11.15 a.m. and Thursdays at 2.00 p.m. 5 She has five science lessons each week.

1 2 3 4 5 6 7 8

first Science classroom like prefer to not bad languages

Exercise 4

• Ask students to think about what Safia said, and then look at •

the timetable again to work out what day it is. Students can discuss their ideas in pairs. Check the answer with the class. Play the recording again if necessary for students to hear the clues.

ANSWER

Tuesday

Optional activity Divide the class into pairs to practise the dialogue in exercise 3. Encourage them to copy the pronunciation and intonation from the recording. Play the recording again if necessary, and drill some of the questions and sentences.

v Listening preparation • Interactive task to practise stress patterns.

Exercise 2

$ 1.08

Audio script ppT135–T136

• Point to 1–5 in the timetable and elicit what kind of information is missing in each gap.

• Play the recording for students to listen and write the missing •

information in their notebooks. Check answers with the class.

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Exercise 5

• Draw students’ attention to the language in the Functional • •

language box and read through the phrases with the class. Make sure students understand everything. Divide the class into pairs and refer them back to the dialogue in exercise 3. Ask them to replace the blue words in the dialogue with their own ideas. Monitor and help. Give them time to practise their new dialogues. Then invite some pairs to perform their dialogues for the class.

Exercise 6 $ 1.09 • DICTATION. Tell students that you are going to play a

• •

recording and they should write down exactly what they hear. Play the recording, pausing at the end of each question. You may need to play it more than once. Check answers with the class by writing the questions on the board. Drill the pronunciation of the questions, focusing on the intonation. What time do lessons start in the morning? How many lessons do you have every day? Where do you go during break and lunch time? Are there any clubs for students? What subjects are you good at?

Exercise 7

$ 1.10

Say it!

• Focus students’ attention on the Say it! box. Model the • • •

Develop sense of initiative and entrepreneurship competence. Develop digital competence.

Exercise 8

$ 1.11

• Invite a student to read the instructions aloud. • Play the recording for students to listen and read the questions. Check they understand everything.

• Demonstrate the activity with a confident student. Ask them •

•

some of the questions and elicit their answers. Divide the class into pairs to ask and answer the questions. With a weaker group, allow students a little time to prepare their answers individually before they work in pairs. Monitor and help while students are working. Invite some students to tell the class something they learned about their partner.

v Language practice

• Interactive task to complete a dialogue. Exercise 9

ANSWERS

1 2 3 4 5

4 1

pronunciation of the two vowel sounds: /eɪ/ as in baby and /æ/ as in have, or use the recording to do this. Play the recording for students to listen and decide which words have the same sounds. Check answers with the class. Play the recording again for students to repeat the words. There are follow-up exercises for further practice on page 132.

• Play the video for students to watch and interact with. v Interactive video Kit’s travels: Unit 1 Episode 1: Kit arrives at a 21st century school. • Duration: 6.03 minutes • Topic: Making a new friend and talking about school. • Task: ‘Your turn’ – answering questions about school. Interactive – answering your mum’s email. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM. v Dialogue practice

• Students can work in pairs or small groups to practise the dialogue on the iPack.

ANSWERS

/eɪ/ favourite, playground, same /æ/ Maths, languages, Tanya

Optional activity Write the following words on the board: today, angry, relaxed, chat, game. Ask students to work in pairs and decide which words have the same sounds. (/eɪ/: today, game; /æ/: angry, relaxed, chat) Check answers, and then ask students to work in pairs and write a sentence using as many words as possible from the board and from exercise 7. Invite pairs in turn to read their sentences to the class. See which pair managed to use the most words correctly.

Language in action Aims

• Practise asking and answering questions about school.

3 T17

Develop competence in cultural awareness and expression.

Optional activity Ask students to write their ideal timetable for a Monday, including the lessons, the times of lessons, length of breaks, etc. Tell them not to show anyone else. Divide the class into pairs. Explain that they should take turns to ask questions to find out their partner’s timetable, and note it down. Encourage them to use questions from exercises 1 and 8, as well as from the Functional language box. When students have noted down their partner’s timetable, they can compare it with the original to check they have got all the details correct. Invite some students to tell the class their ideal timetable, or their partner’s.

Further practice Functional language, Vocabulary reference, Workbook page 86 Pronunciation, Student’s Book page 132 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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1.5 Writing about an event

Look at language – Punctuation

Aims

Exercise 3

• Read a model text about a past event. • Learn to use punctuation correctly. • Write about a past event.

• Read through the punctuation features in the box with the

7 4

Develop competence in linguistic communication. Develop sense of initiative and entrepreneurship.

Model text

class, and check that students recognize them all.

• Ask students to find examples of all the punctuation features • •

Exercise 1

• Focus attention on the photo. Ask students what the people • •

are doing, and teach the word disco if necessary. Ask students what they think a silent disco is. Elicit a range of answers. Draw students’ attention to the three options. Ask them to read the text to find which is correct.

ANSWER

3 a disco where people wear headphones

Exercise 2

• Ask students to read the text again and answer the questions •

in their notebooks. Check answers with the class.

ANSWERS

1 The writer went to the event one Saturday night last summer. 2 She went with her friends. 3 They felt bored before the event. 4 She felt nervous and silly at the beginning of the disco. 5 The event ended at 11 p.m. and she was tired but in a very good mood.

Optional activity Dictate or write the following questions on the board. Ask students to read the text again and write the answers in their notebooks. 1 How many paragraphs are there? 2 What does the first paragraph do? 3 Which paragraph describes the event in detail? 4 What does the final paragraph do? Discuss the answers with the class. ANSWERS

1 three 2 The first paragraph introduces the event and gives the background. 3 The second paragraph describes the event in detail. 4 It describes the end of the event and gives a conclusion, including the writer’s feelings about the event.

•

in the text. Check answers with the class. Then ask students to read the rules and write the correct words to complete them in their notebooks. Check answers and make sure all students have a list of the correct rules in their notebooks. Discuss any differences in punctuation between English and the students’ own language.

ANSWERS

1 2 3 4 5

capital letters commas apostrophes question marks exclamation marks

v Language practice • Interactive task to practise punctuation.

Exercise 4

• Point out that the text has no punctuation. Ask students to rewrite it in their notebooks using the correct punctuation.

• While students are working, copy the text on the board. Then check answers with the class by inviting different students to come to the board and add a punctuation feature. Elicit the reason for each one. ANSWERS

On Friday afternoon, my friends and I went shopping. We bought new clothes, computer games, sweets and school things. When we went home, we didn’t have any money, but we had so much fun! Do you like shopping? v Writing preparation • Interactive task to match events to activities.

Writing task Exercise 5

• Tell students they are going to write about something they • •

did or an event they went to in the past. Point out that students can choose the event they write about. You could brainstorm some ideas with the class if necessary. Go through the paragraph plan and make sure students understand that they must structure their text in this way. Explain that this is the same structure as in the model text. These notes continue on page T19.

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The following notes refer to material on Student’s Book page 18.

• Ask students to write their texts. If they do this in class, go • •

round giving help and encouragement. Remind them to use correct punctuation. Invite some students to read their texts to the class. You could take a class vote on which event sounds the funniest / strangest / most enjoyable, etc. Alternatively, students could work in pairs to read their partner’s text and check the correct use of punctuation. Encourage them to say what sounds fun (or not) about their partner’s event.

v Writing extension • A task to write a dialogue about an event.

Further practice Writing, Workbook page 13

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. v 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, two types of quizzes, and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. 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. Remind students to look back at the Starter Unit and Unit 1 as well. 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 and Adjectives for feelings).

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ANSWERS

Review Reading Exercise 1

• Tell students they are going to read a text about a fun event. • •

Focus students’ attention on the photo and ask: What do you think the people did? Elicit a few ideas. Ask students to read the text and write the missing verbs and adjectives in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

1 2 3 4 5

she got home from work. he was on holiday. her wardrobe was open. arrived ten minutes later. heard a mobile phone ringing.

Exercise 4

• •

• Read the first question prompt aloud and elicit the correct

• •

question form. Ask students to write the completed questions in their notebooks. Check the questions by inviting different students to read the questions to the class. Ask students to read the text again and answer the questions. Check answers with the class.

Listening $ 1.12

• •

Exercise 5

• Invite two students to read the example question and answer

•

aloud. Elicit some possible follow-up questions with the different question words in the box, e.g. How did you feel? Who did you go with? Divide the class into pairs to ask and answer questions. Encourage students to note down things that they learn about their partner. Monitor and help as necessary. Encourage some students to tell the class something they learned about their partner.

Optional activity Ask students to work with a new partner. Have them ask and answer questions about what they did at school yesterday. If necessary, elicit one or two questions to start them off, e.g. What lessons did you have / enjoy? How much homework did you get? Invite some students to tell the class what they learned about their partner.

Writing Audio script pT136

• Tell students they are going to listen to a radio interview. • Allow students time to read the sentence beginnings. Check •

Speaking

•

ANSWERS

1 When did the writer go to the event? During the school holidays. 2 When did everyone download the MP3 file? A week before the event. 3 What did people take to the park? Balloons and a water gun. 4 How many people were (there) in the park? Hundreds. 5 How did the writer feel, and why? Nervous because he / she didn’t know what to expect. 6 What time did the event start? At 3.00 p.m. 7 What did everyone do at the end? They shouted ‘goodbye’ very loudly. 8 Did the writer enjoy the experience? Yes, he / she did.

Exercise 3

ANSWER

B

Exercise 2

•

Audio script pT136

picture they think shows how the story ends. Elicit a few ideas. Play the recording for students to listen to the end of the interview and check the answer. Conduct class feedback and discuss how the story ended. Ask: Whose phone was it? What did the policeman do? Play the recording again if necessary for students to understand the ending to the story.

ANSWERS

1 was 2 went 3 took 4 arrived 5 were 6 nervous 7 didn’t know 8 played 9 listened 10 sent 11 had 12 weren’t 13 surprised 14 shouted 15 positive

$ 1.13

• Focus students’ attention on the pictures and ask them which

that they understand everything. Play the recording for students to listen and complete the sentences in their notebooks. Play the recording again if necessary for students to check and complete their answers. Check answers with the class.

Exercise 6

• Invite different students to read the task and the example sentences aloud.

• Ask students to write the diary entry in their notebooks. •

Remind them to write about how they felt as well as what they did. Monitor and help as necessary. Conduct class feedback and invite some students to read their diary entries to the class. Praise good use of the target language and correct any errors.

Further practice Review, Workbook pages 14–15 Unit 1 Tests, Tests and Resources Multi-ROM

Unit 1

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Lost and found Unit summary

• Check that students understand prehistoric, ancient, explore,

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Materials: cardboard, ceramic, cotton, glass, leather, metal, paper, plastic, rubber, silver or gold, wood, wool Containers: bottle, bowl, box, can, carton, case, cup, envelope, glass, jar, packet, tin Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) coins (n), field (n), smell (n), stomach (n), tool (n) cheerful (adj), empty (adj), extraordinary (adj), full (adj), miserable (adj), special (n) iceberg (n), lifeboat (n), luggage (n), passengers (n), survive (v), wreck (n) Learn it!: rare, strange

Grammar Past continuous Past continuous and past simple

Functional language At the lost property office (practised and tested in 1–3 star tasks and tests) I lost my … yesterday. I left my … on the … . What does it look like? It’s quite big … What’s it made of? It’s made of (plastic). What brand is it? It’s a ( … ) one. Is it any of these? Yes, this is / that’s it!

Warm-up Aims

• Learn vocabulary about discoveries. • Talk about unusual discoveries in the past.

3

•

discover and tomb. Ask students to read the sentences and match them to the pictures. Check answers with the class. Ask: Which place would you like to visit? Why?

ANSWERS

1 2 3 4 5

A C D E B

Exercise 2

• Read the question aloud to the class and elicit a range of answers. If students are struggling for ideas, or if no important discoveries have been in the news recently, prompt them to think about the kinds of discoveries people sometimes make and where they make them, e.g. ancient buildings underneath modern ones, buried treasure, old works of art in people’s houses, wrecked ships on the sea bed. Ask: What would you most like to discover? Why?

Optional activity Focus on the dates in sentences 1–5 and elicit how to say them all. Teach BC. To give further practice of saying dates, write a selection of random dates on the board. Put students into teams. Teams take it in turns to choose one of the dates on the board to say. If they say it correctly, they get a point and the date is removed from the board. If they say it incorrectly, they lose a point and the date remains on the board. Continue until all the dates have been removed. See which team has the most points.

Exercise 3

• Play the video for students to watch and interact with. v Video: The ancient wonders of China • Duration: 3.25 minutes • Topic: China – the Forbidden City, the Temple of Heaven and the Great Wall. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

Develop competence in cultural awareness and expression.

Exercise 1

• Focus students’ attention on the photos. Ask questions about the objects and sites. Find out if any students recognize any of them. Ask: Which countries are they in? How old do you think the places or objects are?

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2.1 We were walking on the beach

Exercise 2

$ 1.14

Vocabulary and Reading

• Check that students understand whale. • Invite a student to read the question aloud. Then play the

Aims

• Elicit which discovery was not made by a person and how it

• • • •

Learn vocabulary for materials. Read and listen to a text about three lucky finds. Answer questions on the text. Understand new vocabulary in context. 3 Develop competence in cultural awareness and expression. 2 Develop competence in learning to learn. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice

• 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

• With books closed, pick up or point to some familiar objects

• •

around the classroom, e.g. a book, a pen, a school bag, a sweatshirt. Ask: What’s this? What’s it made of? When students answer, write the words for the materials on the board. Divide the class into pairs or small groups and give them two minutes to write down as many words as they can for materials that things are made of. Find out which pair or group wrote the most words and invite them to read out their list. Write them on the board and then invite the rest of the class to add any other materials. Make sure that students understand them all.

Exercise 1

• Ask students to match the photos to the materials in the box. • Check answers with the class and practise pronunciation of •

the materials. Elicit the names of the items A–L. Then read the question aloud and, as a class, discuss which items people lose or find most often.

ANSWERS

A B C D E F G H I J K L

a key – metal a wallet – leather bracelets – silver or gold a perfume bottle – glass a tyre – rubber a T-shirt – cotton a hat – wool a notebook – paper a mug – ceramic a toy train – wood an umbrella – plastic a box – cardboard

recording for students to read and listen to the article. was made. ANSWERS

The ‘rock’ / ambergris was discovered by a dog.

Exercise 3

• Ask students to read the article again and write answers to the •

questions in their notebooks. Check answers with the class.

ANSWERS

1 There was an address in the message in the bottle. 2 The message came from the grandfather of a man called Peter, in Australia. 3 The two men were using a metal detector in a field because they were looking for their tool. 4 Today, the coins are in the British Museum. 5 Ken Wilman didn’t take the ‘rock’ home at first because it had a strange smell / he didn’t know what it was / he didn’t know how much it was worth. 6 When he got home from his walk, he did some research / he researched the ‘rock’ and then went back to the beach and fetched it. v Reading extension • A short comprehension task about the article.

Culture note Treasure According to the Treasure Act of 1996, in England, Northern Ireland and Wales, hidden treasure is automatically the property of the Crown, or State. For a find to be regarded as ‘treasure’ in England, it must usually be at least 300 years old and partly made of gold or silver. Anyone who finds treasure or historical artefacts must report their find to the authorities. Significant finds will be sent to the British Museum to be valued. The finder and landowner have no legal right to any payment, but nonetheless, the State usually does pay the full market value of the items discovered. In Scotland, the law is similar. However, anything of archaeological interest is regarded as ‘treasure’ in Scotland. It is not important if it is made of gold and silver or not.

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

Unit 2

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Exercise 4

Exercise 7

• Draw students’ attention to the highlighted words in the text.

• Ask students to use the prompts to write past continuous

• •

With a weaker group, elicit the meaning of each word. Go through the first sentence and then ask students to complete the remaining sentences in their notebooks. Explain that they will have to slightly change the form of one word. Check answers with the class.

v Vocabulary practice

• Interactive task to practise the vocabulary. ANSWERS

1 field 2 stomach

3 tools 4 smell

5 coins

•

sentences in their notebooks. Check answers with the class.

ANSWERS

1 At 10.15 a.m., I was studying at school. 2 What were you and your friends doing from 4.00 p.m. to 5.00 p.m. yesterday? 3 At 6.30 a.m. yesterday, Angela was eating breakfast. 4 Can you repeat that, please? Sorry, I wasn’t listening! 5 Who were you talking to on the phone this morning? 6 Why did you wake me up? I was sleeping!

Exercise 5 Learn it!

Exercise 8

• Elicit or explain the meaning of false friend (a word that

• Check that students understand lost property. Ask students

• • • •

sounds or looks the same as a word in your own language but has a different meaning). Read the two sentences in the Learn it! box aloud and point out that rare is a false friend. Elicit how to say the sentences in the students’ own language. Elicit the meaning of rare, and compare it to similar words in the students’ own language, e.g. raro. Explain that raro corresponds to strange in English. Elicit one or two more sentences with rare and strange. Recommend to students that they keep a special section in their notebooks where they can add more false friends.

• •

what kinds of things they think people leave on the London Underground. Elicit a few ideas, and then encourage students to read the text quickly, ignoring the gaps, to check their ideas. Ask students to read the text again and write the correct past continuous forms in their notebooks. Check answers with the class.

ANSWERS

1 were ringing 2 were waiting 3 was describing 4 was looking for 5 was sitting 6 wasn’t wearing

Language in action

Grammar – Past continuous

Aims

Aims

• Practise using past continuous forms. • Talk about actions in progress in the past.

• Learn the form and use of the past continuous. • Complete sentences and texts with past continuous forms. • Ask and answer questions about past activities, using the past continuous. 7 Develop competence in linguistic communication. v Grammar animation • Presentation of the past continuous in context.

7 5

Exercise 9

• Invite different students to read the times in the box aloud. •

Exercise 6

• Focus attention on the table. Elicit the form of the past •

continuous: was / were + -ing. Ask students to find examples in the article on page 22. Ask students to copy and complete the table and the rule into their notebooks. Check answers with the class. Point out the spelling changes in run – running and have – having.

•

•

ANSWERS

1 was 2 wasn’t 3 weren’t 4 wasn’t 5 Was 6 running 7 Were 8 having 9 were 10 weren’t We use the past continuous for actions in progress in the past. v Grammar practice • 1–3 star tasks to practise the past continuous. Also available on the Tests and Resources Multi-ROM.

T23

Develop competence in linguistic communication. Develop social and civic competence.

•

Give one or two examples of things you were doing at certain times. Elicit one or two possible sentences from students. Ask students to write their sentences in their notebooks. Monitor and help as necessary. Read the example question and answer aloud, and explain to students that they are going to question their classmates to find people who were doing the same thing as them at the same time. Set a time limit and have students walk around to ask questions to different students and note down the names of students who were doing the same thing as them at the different times. Find out who found the most matches for their activities.

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

Unit 2

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2.2 I found it while I was waiting for the bus. Vocabulary, Reading and Listening Aims

• • • •

Learn vocabulary for containers. Listen to a podcast about secret notes. Answer questions on the podcast. Match pairs of opposite adjectives. 7 Develop competence in linguistic communication. 5 Develop social and civic competence. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

• Focus students’ attention on the photos and ask them to describe what they can see. Ask: Who do you think wrote the notes? Why did they write them? Elicit a range of ideas.

• Play the recording for students to listen and write in their notebooks what each person was doing when they found the notes. Check answers with the class.

•

ANSWERS

Speaker 1 was unpacking his shopping bag. Speaker 2 was choosing a DVD at the library. Speaker 3 was waiting for the bus / moving a box at a bus stop. Speaker 4 was having a cup of coffee in a café / putting sugar in her coffee.

Exercise 4

$ 1.16

Audio script pT136

• Give students time to read the questions. Then play the recording again for students to listen and answer the questions in their notebooks. Pause the recording as necessary to allow them time to write. Check answers with the class.

•

ANSWERS

1 Speaker 1 was feeling really nervous before he found the note because it was the day of his exam results. 2 Speaker 2 felt much better after he found the note. 3 The weather was rainy on the day that speaker 3 found her note. 4 Speaker 4 put her note under her empty cup of coffee to cheer up the waiter or the next customer.

Exercise 1

Exercise 5

• Read through the list of containers and check that students

• Read the instructions and the words in the box aloud. Model

• •

understand them all. Model pronunciation of the words. Divide the class into pairs. Ask them to look at the pictures and decide what containers they can see in each. Check answers with the class.

ANSWERS

A B C D

$ 1.15

• Tell students they are going to listen to the introduction to a • •

podcast. Invite a student to read the three questions aloud. Check that students understand them. Play the recording for students to listen and answer. Check answers with the class. Ask: How do you think people feel when they find Hannah’s letters?

ANSWERS

1 Hannah felt sad and lonely because she didn’t know anyone when she moved to New York. 2 She wrote letters to strangers to make herself and others happy. 3 She left her letters all over New York.

Exercise 3

• •

ANSWERS

bottle, carton, can, tin, jar, packet envelope, case, packet box cup, glass, bowl

Exercise 2

the pronunciation. Ask students to write the pairs of adjectives in their notebooks. Check answers with the class, and make sure students understand all the adjectives.

$ 1.16

Audio script pT136

• Tell students they are now going to listen to the rest of the podcast. Read the question aloud, and elicit or point out that in each case the answer will be in the past continuous form.

Opposites: cheerful – miserable, empty – full Similar meaning: extraordinary – special b Vocabulary practice • Interactive task to practise the vocabulary.

Optional activities

• Ask students to write some example sentences using the

•

adjectives in exercise 5. Divide the class into pairs to read each other their sentences. Encourage them to correct any mistakes their partner made. Then invite some students to read their sentences to the class. If your students enjoy creative activities, you could ask them to write a secret note for a stranger on a piece of paper. Collect in the papers and distribute them around the class. Ask students in turn to read out the note they have been given. Discuss as a class which notes would make people feel cheerful.

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

Unit 2

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Grammar – Past continuous and past simple Aims

• Learn how to use the past continuous and past simple together. • Complete sentences and texts using the past continuous and past simple. • Practise using the past continuous and past simple to talk about past events. 7 Develop competence in linguistic communication. v Grammar animation • Presentation of the use of the past continuous and past simple in context.

Exercise 6

• Focus students’ attention on the timeline and read out

•

• •

the sentence. Elicit or point out that the action in the past continuous (she was texting) was an action in progress. Ask: Did she finish texting? (no) Elicit that this action was interrupted by the action in the past simple (she walked into a tree). Ask students to copy the rules carefully into their notebooks, and complete them with the correct words. Encourage students to look back at the text on page 24 to help them answer question 4. Check answers with the class. Students could copy the example sentence into their notebooks, or they could write a personal example sentence. Invite some students to read their own examples to the class.

ANSWERS

ANSWERS

1 2 3 4 5 6

Exercise 9

• Encourage students to read each article quickly, ignoring the

ANSWERS

1 asked 2 didn’t put 3 was sitting 4 read 5 found 6 was working 7 was travelling 8 lost 9 was unpacking 10 jumped

Language in action Aims

• Make sentences using the past continuous and past simple.

7

• Read through the instructions with the class. Elicit some •

v Grammar practice • 1–3 star tasks to practise the past continuous and past simple. Also available on the Tests and Resources Multi-ROM.

•

• •

actions? (I was reading / the phone rang). Ask: Which action was already in progress when the other action happened? Ask students to read the sentences and write 1st for the action in progress and 2nd for the other action. Check answers with the class.

ANSWERS

1 2nd, 1st 2 1st, 2nd 3 1st, 2nd 4 2nd, 1st 5 1st, 2nd

Exercise 8

• Invite a student to read the example sentence aloud. Elicit • •

the tense used in each case. With a weaker group, do another example with the class. Ask students to write the completed sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

T25

Develop competence in linguistic communication.

Exercise 10

•

• Read the example sentence aloud. Ask: What are the two

gaps, to get the gist of it. Then ask them to write the correct verb forms in their notebooks. Check answers with the class by inviting a confident student to read each article aloud. Conduct class feedback.

•

1 past simple 2 past continuous 3 past simple 4 past simple, past continuous

Exercise 7

were having, went was watching, saw were swimming, heard was having, rang were playing, started were (you) going, saw

•

examples of different sentence beginnings and endings. Ask students to write four or five sentence beginnings and endings in their notebooks. Demonstrate the activity with a confident student. Say a sentence beginning, e.g. Yesterday, I opened a box of chocolates … . Invite the student to complete the sentence with one of their endings. Divide the class into pairs to make sentences. Encourage them to note down the funniest sentence they make. Conduct class feedback. Invite pairs in turn to read out their funny sentences. Praise good use of the target language and correct any errors. Discuss which sentences are the funniest.

Optional activity Make a ‘chain story’ around the class. Start by using the past continuous in a sentence beginning, e.g. While I was walking home last night, … . Ask a student to complete the sentence with a past simple verb, e.g. I met a friend. The next student must continue with another past continuous beginning, e.g. While I was talking to my friend … . Continue around the class in this way until all students have participated. Encourage students to use their imaginations and make the story as funny as possible.

Further practice Language summary, Student’s Book page 31 Grammar, Workbook page 19 Grammar reference, Workbook pages 88–89 Grammar worksheets, Tests and Resources Multi-ROM

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2.3 Around the world

Culture note The Titanic The sinking of the Titanic in 1912 caused shock around the world, not only because of the huge loss of life but also because it showed the fallibility of modern science and engineering. Many people had believed that modern ships such as the Titanic were unsinkable. There were many wealthy travellers on board the Titanic when it sank, as well as poorer people emigrating from Britain to the USA to start a new life there. The story of the Titanic was made into a film in 1997, starring Leonardo DiCaprio and Kate Winslet.

Reading and Vocabulary Aims

• • • •

Read a text about the sinking of the Titanic. Answer questions on the text, and find specific information. Understand new vocabulary in context. Learn and practise using the past continuous for simultaneous past actions. 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

• Draw attention to the pictures, and read out the title of the

•

text. Ask students what they know about the Titanic. Where was it sailing to? Why did it sink? How many people died? Why is it so famous? Encourage as many students as possible to join in and share their knowledge.

v Reading preparation • A task to pre-teach vocabulary from the text and introduce students to the topic.

Exercise 1

• Read through A–E with the class and check that students

• • •

understand everything. Invite different students to read the numbers in 1–5 aloud, making sure they say the years correctly. Ask students to try to match the numbers to A–E, without reading the article. Allow students to compare their answers in pairs, but don’t confirm their answers at this stage. Then ask students to read the text quickly to check their answers. Check answers with the class.

Exercise 2 $ 1.17

• Give students time to read the questions. Check that they • •

understand everything. Play the recording for students to read and listen and answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 The Titanic sank because it crashed into an iceberg. 2 When the disaster happened, most of the passengers were in bed / sleeping. 3 Musicians were playing music because they were trying to keep people calm. 4 You can see part of the wreck in Las Vegas. 5 The items from the ship became part of Titanic exhibitions in several museums around the USA. v Reading extension • A short reading comprehension on an article about building the Titanic.

Did you know?

• Read the Did you know? box with the class. Ask students if they can imagine why there were so few women working on the Titanic.

ANSWERS

1 2 3 4 5

D E B A C

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Exercise 3

Exercise 6

• Draw students’ attention to the highlighted words in the

• Read the task with the class. Make sure students understand

•

article on page 26. With a weaker group, make sure that students understand the words. Ask students to write the correct words to complete the text in their notebooks. Tell them that one word will need to change slightly. Check answers with the class.

ANSWERS

1 passengers 2 iceberg 5 luggage 6 wreck

3 lifeboats 4 survived

v Vocabulary practice • Interactive task to practise the vocabulary.

•

• •

Exercise 4 Language point

• Read out the example sentence and ask: Did she do her • • • •

homework and then chat online? (no) Did they chat online first? (no) Were the actions happening at the same time? (yes) Draw attention to the blue sentences in the article on page 26. Elicit again that the actions were happening at the same time. Ask students to copy the Language point into their notebooks and choose the correct words to complete the rules. Check answers with the class and make sure students have the correct rule written in their notebooks. Students could copy the sentences from the text into their notebooks as example sentences, or they could write their own example sentences to help them remember the point.

ANSWERS

•

that they should choose personal objects that they want to save, not things that will help them practically. Give some examples of the things you might take with you in an emergency, e.g. family photographs, your phone or tablet, valuable items of jewellery, etc. Elicit a few more ideas from the class. Set a time limit for students to think of their six objects and write them in their notebooks. Divide the class into pairs or small groups to describe their six objects briefly and give reasons for their choice, e.g. a small silver box that my grandparents gave me for my birthday. Encourage students to note down interesting objects their classmates mention. Invite some students to tell the class about interesting objects their classmates chose and why. Praise good use of the target language and correct any errors.

Optional activity Divide the class into pairs and ask them to prepare a ‘survivor’s story’ from the Titanic. They should imagine they were on the Titanic and managed to survive. They are going to tell their classmates what happened and how they survived. Monitor and help while students are working. Encourage them to use the past continuous for simultaneous actions. Invite pairs in turn to tell the class their stories. At the end, ask students which stories they enjoyed listening to the most.

1 past continuous 2 the same time v Language practice • Interactive task to practise talking about simultaneous past actions.

Exercise 5

• Focus students’ attention on the picture, and read the • • •

instructions and the example sentence aloud. Invite a student to try to complete it (He was packing a suitcase). Read through the ideas in the box with the class and make sure that students understand everything. Elicit one or two more example sentences. Then ask students to write affirmative and negative sentences in their notebooks. Monitor and help as necessary. Then invite some students to read their sentences to the class.

v Culture video: Building the Titanic • Duration: 3.24 minutes • Topic: Titanic – what happened before the tragic voyage. • Video worksheets to accompany this video are available on the iPack Resources tab and on the Tests and Resources Multi-ROM.

Focus on … Maths and Physics • Read the question to the class. Elicit a few ideas, but don’t confirm the answer at this stage.

• Ask students to do the CLIL extension on page 124. Further practice Reading, Workbook page 20 CLIL worksheet Unit 2, Tests and Resources Multi-ROM

Language in action Aims

• Choose and discuss objects to take with you in an emergency.

5 3 6

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Develop social and civic competence. Develop competence in cultural awareness and expression. Develop mathematical competence and basic competences in science and technology.

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2.4 Practical English

The following notes refer to material on Student's Book page 29.

Listening and Speaking Aims

• • • • •

Listen to conversations at a lost property office. Complete a lost property form. Learn functional language to use at a lost property office. Practise listening to and using the sound /ə/. Practise asking about and describing lost property. 7 Develop competence in linguistic communication. 5 Develop social and civic competence.

Warm-up

• With books closed, ask: Do you ever lose things because you • •

• • •

leave them on a bus or a train? What kinds of things do you lose? Elicit a range of answers. Ask students to open their books, and divide the class into pairs or small groups. Explain that the picture on page 28 shows objects in a lost property office. Give students three minutes to look at the picture and name as many objects as they can. Point out that they can use their dictionaries to help them, if necessary, but tell them not to write the words at this point. Ask students to close their books. Give them two minutes to write down as many objects from the picture as they can from memory. Find out which pair or group wrote the most objects, and invite them to read out their list. Write them on the board and then invite the rest of the class to add any other objects. Ask students to open their books. Check that they know the words for all the objects in the picture.

Exercise 1

$ 1.18

Audio script ppT136–T137

• Ask students to read the sentences and match them to five • •

objects in the picture. Play the recording for students to listen and check their answers. Check answers with the class.

ANSWERS

1 A

2 B

Exercise 2

3 J

4 H

$ 1.19

5 F

Audio script pT137

• Read through the lost property form on page 28 with the •

• • •

class and make sure students understand everything. Ask students to look at items 5–7 and predict the type of information they need to listen for. (Item 5: a time or time of day; item 6: the name of a place; item 7: a place on the means of transport) Play the recording for students to listen and write the missing information in their notebooks. Play the recording again if necessary for students to check and complete their answers. Check answers with the class.

ANSWERS

1 watch 2 plastic 3 (bright) blue 4 Jones (morning) 6 Bristol 7 near the snack bar

5 yesterday

Exercise 3

• Ask students to think about the description of the watch, and • •

then work out which one it is in the picture. Encourage students to discuss their ideas in pairs before you check the answer with the class. Play the recording again if necessary for students to hear the description.

ANSWER

C

Exercise 4

$ 1.20

• 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 by writing the sentences on the board.

ANSWERS

What brand is it? D Is this it? E It’s bright blue. C What does it look like? A It’s made of plastic. B

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Optional activity Divide the class into pairs to practise the dialogue in exercise 4. Encourage them to copy the pronunciation and intonation from the recording. Play the recording again if necessary, and drill some of the questions and sentences. Encourage students to guess what the lost item is.

v Speaking preparation • Interactive task to re-order a dialogue.

Exercise 8

• Read through the phrases in the Functional language box with the class, and make sure students understand everything.

• Demonstrate the activity with a confident student. Take on the

Exercise 5

• Invite a student to read the task aloud. If necessary, briefly •

• •

revise the words for materials on page 22. Focus students’ attention on the example exchange. Demonstrate the activity by choosing an object that fits the example description, e.g. the white bracelet next to the jewellery box (J), and continuing the dialogue, e.g. It’s made of plastic. Invite students to ask you questions until they correctly guess the object. Continue playing the game with the whole class, awarding a point to the first student to guess each object. Alternatively, students could play in pairs or small groups.

Exercise 6

$ 1.21

Say it!

• Focus attention on the Say it! box. Model pronunciation of the

• • • •

schwa (banana /bənɑ:nə/, metal /metəl/) and explain that this weak form can also replace stronger vowel sounds when words or syllables are not stressed (of: strong – /ɒv/, weak – /əv/; have: strong – /hæv/, weak – /həv/; was: strong – /wɒz/, weak – /wəz/). Play the recording for students to listen and hear how the words are pronounced. Check answers with the class. Play the recording again for students to repeat the sentences. There are follow-up exercises for further practice on page 133.

Exercise 7

• Model the pronunciation of the questions. Then ask individual • •

students to read them aloud. Encourage them to use weak forms in unstressed syllables. Allow students time to think of their own favourite item of clothing and how to describe it. Then divide the class into pairs to ask and answer the questions. Invite some confident pairs to ask and answer the question for the class. Ask other students to listen and note down all the weak forms they hear.

Language in action Aims

• Practise reporting a lost item at the lost property office.

7 5 1

T29

• •

role of the lost property assistant and invite the student to tell you about their lost object. Ask them some of the questions from the Functional language box and elicit their answers. Divide the class into pairs. Ask them to prepare and practise a dialogue, and then swap roles and practise again. Monitor and help students to use weak forms where appropriate. Invite some students to perform their dialogues for the class. Praise good use of the target language.

Exercise 9

• Play the video for students to watch and interact with. v Interactive video Kit's travels: Unit 2 Episode 2: Kit loses his amulet. Nathan, Poppy and You try to help him. • Duration: 6.28 minutes • Topic: At the lost property office. • Task: ‘Your turn’ – report lost property. Interactive – select the correct phone case. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice Students can work in pairs or small groups to practise the dialogue on the iPack.

Optional activity For a bit of fun at the end of the lesson, divide the class into pairs or small groups. Ask them to guess the five objects that are most commonly left on trains and buses in New York. Elicit ideas from the class, and then tell them that, in 2014, the five most commonly left objects were (in order): mobile phones, travel tickets, wallets / purses, cash and shopping bags. See which pair or group guessed the most items correctly. Tell students that some of the most unusual items left were a bicycle, some X-rays, an airline ticket, a guitar and some skis!

Further practice Functional language, Vocabulary reference, Workbook page 90 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

Develop competence in linguistic communication. Develop social and civic competence. Develop digital competence.

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2.5 Writing a thank-you note

Exercise 3

• Ask students to rewrite the sentences in their notebooks,

Aims

• • • •

Read a model thank-you note. Study the structure of the note. Learn to use apostrophes correctly. Write a thank-you note. 7 Develop competence in linguistic communication. 5 Develop social and civic competence.

Model text Exercise 1

• Focus attention on the photo and elicit that the girl is writing

• • •

a thank-you note. Ask students if they write thank-you notes. Who do they write to? What other things do they write about in their notes? Read through A–E with the class and check that students understand everything. Ask students to read the model text and number points A–E in the order they appear. Check answers with the class. B 5

ANSWERS

1 2 3 4 5

C 2

D 4

v Language practice • Interactive task to practise using apostrophes.

Writing task v Writing preparation • Interactive task to match presents to reasons.

Exercise 4

E 1

Optional activity Ask students to read the model text again and find examples of positive words that Claire uses. Discuss the answers with the class, and elicit other positive words students could use in a thank-you letter.

the task aloud.

• Point out that students can choose to write about a real • •

ANSWERS

perfect, fantastic, amazing, really funny Other possible positive words: great, really nice, wonderful, etc.

Look at language – Apostrophes

• •

Exercise 2

• Read through the information on apostrophes in the box with • •

the class, and make sure that students understand everything. Ask students to find examples of the different uses of apostrophes in the model text. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6

The football belongs to the boys. It’s the boys’ football. The shop opens its doors at 9 a.m. That’s Jenny and Martin’s mother. My old DVD player doesn’t work. My phone’s battery is flat. Can I borrow yours?

• Tell students they are going to write a thank-you note. Read

ANSWERS

A 3

•

using apostrophes correctly. While students are working, write the sentences on the board. Check answers with the class by inviting different students to correct the apostrophes in the sentences on the board. Ask the rest of the class if they agree. Elicit the reason for the change in each case.

Matt’s parents’ Mum and Dad’s It’s, couldn’t, I’m parents, friends yours

•

present or one they would like to receive. You could brainstorm some ideas with the class if necessary. Go through the paragraph plan and make sure students understand that they must structure their note in this way. Ask students to write their notes. If they do this in class, go round giving help and encouragement. Remind them to use apostrophes correctly. Invite some students to read their thank-you notes to the class. Encourage their classmates to listen and check that they have included all the points in exercise 1. Alternatively, students could work in pairs to read their partner’s thank-you note and check that it includes all the points in exercise 1. Invite some students to read their notes to the class. You could take a class vote on which present sounds the nicest, most unusual, most expensive, etc.

v Writing extension • A task to write a reply to a thank-you note.

Further practice Writing, Workbook page 21

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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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. 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 the Starter Unit and 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 (Materials and Containers).

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Review

Speaking

Reading

Exercise 4

• Allow students time to look at the pictures and understand the story.

Exercise 1

• Tell students they are going to read a text about some

• •

unusual discoveries. Focus students’ attention on the photo and ask: Who is the singer? What do you think the unusual discovery was? Elicit a few ideas. Ask students to read the text, ignoring the gaps, to get the gist of it. Then ask them to write the missing verbs and other words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

• Focus students’ attention on the first question prompt and • • •

ANSWERS

1 discovered 2 bought 3 plastic 4 was playing 5 stopped 6 was drinking 7 was watching 8 cup 9 took 10 sold 11 were cleaning 12 valuable 13 saw 14 wooden 15 found 16 were lying

Exercise 2

• Ask students to read the text again and answer the questions

elicit the question form. Ask students to write the completed questions in their notebooks. Invite some students to read the questions to the class. Make sure students have the correct answers written in their notebooks. Divide the class into pairs to ask and answer the questions about the story. Monitor and help while students are working. Conduct class feedback, praising good use of the target language and correcting any errors.

ANSWERS

When did it happen? How did the man feel? Why? What happened to the false teeth? Who found the false teeth? How? How did the man hear about the discovery of the false teeth? What happened then?

in their notebooks.

Optional activity

• Check answers with the class. Ask: Would you like to buy

Ask students to close their notebooks and cover the question prompts in exercise 4. Working as a class, encourage students to ask and answer questions about the story again from memory.

something that your favourite celebrity used? Why? / Why not? ANSWERS

1 Someone bought water on eBay because it was from a cup that Elvis Presley drank out of. 2 Elvis stopped playing to have some water. 3 The boy took the cup of water home with him. 4 The people found the old train station signs while they were cleaning the attic. 5 They are worth £20,000.

Writing Exercise 5

• Invite a student to read the example sentences aloud. • Ask students to continue the story in their notebooks. Remind

Listening Exercise 3

$ 1.22

Audio script pT137

• Tell students they are going to listen to an interview about a • • • •

strange discovery. Allow students time to read the sentences. Make sure that they understand everything. Play the recording for students to listen and write the correct options in their notebooks. Play the recording again if necessary for students to check and complete their answers. Check answers with the class. Ask: What do you think happened to the people? Elicit a range of ideas.

•

them to use the past continuous and past simple. Monitor and help as necessary. Conduct class feedback and invite some students to read their stories to the class. Praise good use of the target language and correct any errors.

Further practice Review, Workbook pages 22–23 Unit 2 Tests, Tests and Resources Multi-ROM

ANSWERS

1 2 3 4 5 6

the area near the island in 1900 two weeks found the lighthouse empty was 14th

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People and planet Unit summary Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) The body: ankle, back, brain, chest, finger, heart, knee, muscle, neck, shoulder, skin, thumb, toe, wrist The environment: decrease, eco-friendly, environment, fossil fuels, global warming, greenhouse gas, grow, increase, organic, pollution, produce, run out Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) fit (adj), healthy (adj), ill (adj), strong (adj), unfit (adj), weak (adj) algae (n), beef (n), cow (n), fuel (n), protein (n) award (n), graduate (v), heat (v), nut (n), survey (n) Learn it!: My back hurts. I hurt my back.

Grammar

• Invite different students to read the predictions aloud. Check • •

ANSWERS

1 2 3 4 5 6

B F A C E D

Exercise 2

• Read through the adjectives in the box with the class and make sure that students understand them all.

• Read out the example sentences, and then ask individual

will / won’t The first conditional (if / unless )

•

Functional language

•

Talking about health problems (practised and tested in 1–3 star tasks and tests) What’s the matter (with … ) ? How do you feel? Does it hurt (when … ) ? Let me take your temperature. I don’t feel very well. / I feel ill / sick / terrible. I’ve got a bad cold / a sore throat / a cough. I’ve got a headache / toothache / a stomach ache. My back / throat / stomach / head hurts. I hurt my (ankle).

that students understand everything. Ask students to match the predictions to the pictures and icons, and to write the answers in their notebooks. As a class, discuss which predictions match the pictures.

students a few questions, e.g. How do you feel about robots doing things for us? How do you feel about learning online? Divide the class into pairs to ask and answer questions. Ask students to note down some of their partner’s answers. Ask some students to tell the class how they and their partner feel about some of the predictions.

Optional activity Divide the class into pairs and ask them to write one more prediction about the future. Ask pairs in turn to read their predictions to the class. Don’t worry if students don’t use will correctly at this stage, as the aim is just to stimulate ideas. As students read their predictions, ask other students: How do you feel about this idea? Elicit a range of answers.

Exercise 3

• Play the video for students to watch.

Warm-up Aims

• Learn vocabulary for feelings. • Talk about predictions about the future.

6 3

v Video: Robot Car • Duration: 2.30 minutes • Topic: A car that can drive itself and decrease pollution. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

Develop mathematical competence and basic competences in science and technology. Develop competence in cultural awareness and expression.

Exercise 1

• Focus students’ attention on the pictures. Ask: Do they show the past, present or future? (the future). Elicit what the pictures show. Use the pictures to teach robot and spaceship.

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3.1 We’ll all live longer. Vocabulary and Reading Aims

• • • •

Learn vocabulary for the body. Read and listen to a text about future humans. Answer questions on the text. Understand new vocabulary in context. 6 Develop mathematical competence and basic competences in science and technology. 7 Develop competence in linguistic communication.

Warm-up

• With books closed, point to your head and elicit the word head. Point to more parts of the body and elicit the words.

• Divide the class into pairs or small groups and give them

•

ANSWERS

1 The human of the future is much taller than humans now, and they have smaller heads. They have longer and stronger thumbs and have four toes. 2 Scientists predict these changes because they believe our bodies evolve and change depending on how we use them.

Did you know? Read the Did you know? box with the class. Ask: Why do you think this might happen? Elicit a range of ideas, and then explain, if necessary, that the prediction about future humans losing a toe comes from scientists who have studied human evolution. The human little toe is very small compared to the little toe of other great apes. Walking on two feet instead of four shifts the balance of weight more towards the big toe, which makes the little toe redundant. Scientists believe that over the next 500,000 years this little toe may gradually become smaller and smaller, and eventually disappear completely.

Further practice

two minutes to write down as many more words as they can for parts of the body. You could allow students to use their dictionaries to help them. Find out which pair or group wrote the most words and invite them to read out their list. Write them on the board and model the pronunciation. Then invite the rest of the class to add any other words. Make sure all the body words in the box have been mentioned.

v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio.

Language summary, Student’s Book page 43 Vocabulary, Workbook page 24 Vocabulary reference, Workbook pages 94–95 Vocabulary worksheets, Tests and Resources, Multi-ROM The following notes refer to material on Student’s Book page 35.

Exercise 3

• Invite different students to read the questions aloud. Check that students understand functions in question 5. Ask students to answer the questions in their notebooks. Check answers with the class.

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

• •

Exercise 1

1 Our healthy diet and lifestyle will make us grow taller. 2 We won’t need a big brain in the future because we’ll continue to use computers to think for us. 3 Some scientists think we’ll have bigger thumbs one day because we’re using our thumbs more and more on games consoles and mobile phones. 4 Exercise will be so important because people will do even less hard physical work in the future so their bodies will be unfit. 5 A personal robot trainer measures your heartbeat, plans an exercise programme and tells you when to go faster or slower. 6 When we are ill, a hologram will do blood tests and body scans, robots will perform more and more operations, and 3D printers will help replace broken bones and body parts.

• Focus attention on the main picture. Explain that it shows what some scientists predict a human will look like in the future.

• Read out the parts of the body in the box to model the • •

pronunciation, and ask students to repeat. Ask students to identify the parts of the body they can see in the picture and write a list in their notebooks. Check answers with the class. Make sure that students understand all the words in the box.

ANSWERS

ankle, back, chest, finger, knee, neck, shoulder, skin, thumb, toe, wrist

Exercise 2

$ 1.23

• Invite a student to read the instructions aloud. Divide the class into pairs to answer the questions.

ANSWERS

v Reading extension • A true / false comprehension task on the article.

• Elicit some ideas, but don’t confirm any answers at this stage. • Pre-teach hologram (in this context, a 3D projection of a person). • Play the recording for students to read and listen to the article, •

and to check their answers to the questions. Check and discuss the answers with the class.

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Exercise 4

• Focus attention on the highlighted adjectives in the article. •

Ask them to decide which are positive and which are negative, and write the answers in their notebooks. Check answers with the class.

ANSWERS

Positive: fit, healthy, strong Negative: unfit, ill, weak v Vocabulary practice • Interactive task to practise the vocabulary.

• Divide the class into pairs to ask and answer the questions. • Invite students to share their ideas with the class. ANSWERS

1 Will humans look different in 1,000 years? 2 In the year 3000, how tall will people be? / How tall will people be in the year 3000? 3 What will we do to exercise? 4 Who will look after us in hospitals in the next century? 5 In 100 years, will people still do physical work? 6 What clothes will people wear at the end of this century?

Exercise 8

Grammar – will / won’t

• Read the text heading aloud. Go through the first sentence in

Aims

• Ask students to read the whole text and write the missing

the text with the class as an example.

• Learn the form and use of will and won’t. • Complete sentences and texts with will and won’t. • Ask and answer questions about future predictions, using will and won’t. 7 Develop competence in linguistic communication. 1 Develop digital competence. 6 Develop mathematical competence and basic competences in science and technology. v Grammar animation • Presentation of will / won’t in context.

Exercise 5

• Ask students to complete the sentences with will or won’t, •

according to the information in the text. Check answers with the class.

ANSWERS

1 will 2 will

3 won’t

4 Will, will 5 won’t

Exercise 6

• Ask students to copy and complete the rules in their notebooks. • Check answers with the class and make sure they have the

•

ANSWERS

1 will be 2 will work 3 will help 4 won’t be recognize 6 won’t need 7 will travel

of the sentences with will / won’t into their notebooks, or they can write their own example sentences, to help them remember the grammar.

5 will

Language in action Aims

• Practise using will and won’t. • Make and discuss future predictions.

6 5

Develop mathematical competence and basic competences in science and technology. Develop social and civic competence.

Exercise 9

• Invite two confident students to read the example questions •

correct rules written in their notebooks.

• Encourage students to look back at the text and copy some

words in their notebooks. Check answers with the class. Ask: Which predictions from the text do you agree with? Which do you disagree with? Why? Elicit a range of answers.

• •

and answers aloud. Give students time to write five questions about the future in their notebooks. Then invite some students to read their questions to the class. Divide the class into pairs to ask and answer their questions. Encourage them to note down their partner’s answers. Conduct class feedback, praising good use of the target language and correcting any errors.

ANSWERS

1 future predictions 2 the same 3 before 4 don’t include

Optional activity

v Grammar practice • 1–3 star tasks to practise will / won’t. Also available on the Tests and Resources Multi-ROM.

Tell students that there is a plan for a group of people to leave the Earth in 2024 to set up a new colony on Mars. Ask students to imagine what life will be like on Mars. What kinds of houses will people live in? What will they eat? How will they keep fit? Divide the class into pairs to write three sentences predicting what life on Mars will be like. Then discuss their ideas as a class.

Exercise 7

• Go through the first question as an example and remind • •

students that will goes before the subject in questions. Ask students to write the questions in their notebooks. Then check them with the class. Ask students to answer the questions in their notebooks, using their own ideas.

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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

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3.2 If we all eat insects, … Vocabulary and Listening

• Tell students they will listen to part of the interview on the •

Aims

• • • • •

Learn vocabulary for the environment. Do a quiz on the environment. Listen to a podcast on the environment. Answer questions on the podcast. Understand new vocabulary in context. 6 Develop mathematical competence and basic competences in science and technology.

ANSWERS

1 c

•

the environment? What problems will there be in the future? If students are struggling to think of ideas, prompt them with more questions, e.g. What about pollution / the climate / population / food? Elicit a few ideas, and then ask: What can we do to help the environment? Elicit a range of ideas from students.

2 a

3 b

Exercise 4

$ 1.24

•

•

v Vocabulary practice

Did you know?

ANSWERS

1 2,393

• Read through the words and phrases in the box and check • •

2 130

3 18

4 2 billion

• Read the information in the Did you know? box with the class.

Exercise 1 that students understand them all. Model the pronunciation. Ask students to read the sentences and write the missing words in their notebooks. Check answers with the class.

Audio script pT137

understand everything. Invite a student to read the numbers aloud. Play the recording again for students to listen and match the numbers to the facts, and write the answers in their notebooks. Pause the recording as necessary to allow students time to write. With a stronger group, you could ask students to match them from memory, and then play the recording again for them to listen and check. Check answers with the class.

•

Tests and Resources Multi-ROM.

5 b

• Allow students time to read the facts. Check that they

v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio.

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

4 b

v Listening preparation • A task to pre-teach / practise vocabulary from the listening.

Warm-up

• With books closed, ask: What problems are there now with

podcast. Play the recording for students to listen and check their answers. Check answers with the class and ask if any of them got all the answers right.

•

Check that students understand mealworms. (Mealworms are the larval form of the mealworm beetle. They are edible for humans, and can be marketed as a healthy snack food. In many Western countries, however, they are better known as a food for birds and pets.) Ask: Do you think eating insects is a good idea? Why? / Why not?

Exercise 5

• Draw students’ attention to the highlighted words in the

ANSWERS

1 organic 2 global warming 3 Fossil fuels, greenhouse gas 4 environment 5 pollution 6 eco-friendly

•

Exercise 2

• Ask students to read the sentences in exercise 1 again and match the verbs in blue to definitions 1–5.

• Check answers with the class and make sure that students understand all the verbs. ANSWERS

1 run out

2 grow 3 decrease 4 increase 5 produce

Exercise 3

$ 1.24

Audio script pT137

• Pre-teach insect, algae and absorb. • Invite a confident student to read the introduction to the podcast aloud.

• Then ask students to read the quiz and guess the answers.

•

podcast. With a weaker group, make sure that students understand the words. Ask students to write the missing words to complete the sentences in their notebooks. Point out that they may have to change the word forms slightly. Check answers with the class.

ANSWERS

1 cow 2 Beef

3 Algae 4 Protein

5 fuel

v Vocabulary practice • Interactive task to practise the vocabulary.

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

Allow them to compare their answers in pairs or small groups, but don’t confirm any answers at this stage.

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Grammar – The first conditional (if … / unless …) Aims

• Learn how to use the first conditional with if and unless. • Complete sentences and a dialogue using the first conditional with if and unless. 7 Develop competence in linguistic communication. 6 Develop mathematical competence and basic competences in science and technology. v Grammar animation • Presentation of the first conditional in context.

• Invite different students to read the example sentences aloud,

• •

•

and make sure that students understand them. You could ask students to translate the sentences into their own language to check understanding. Read through the rules with the class and elicit the correct answers. Reinforce the point that we don’t use will in the action clause: If we run out of fossil fuels, we’ll use algae, NOT If we will run out of fossil fuels, we’ll use algae. Point out that unless means the same as if not. Write a pair of sentences on the board: There will be a crisis unless we find cheaper fuel. / There will be a crisis if we don’t find cheaper fuel. Elicit that the two sentences have a similar meaning. Ask students to copy the completed rules into their notebooks. Encourage them to copy some of the example sentences into their notebooks, or to make up their own.

ANSWERS

1 action

• Go through the first sentence with the class as an example. • Then ask students to complete the sentences in their notebooks. Monitor and help as necessary.

• Check answers with the class. ANSWERS

1 2 3 4 5 6

won’t play, rains will your parents say, don’t do is, will stay don’t eat, will get visit, will send will win, falls

Exercise 10

Exercise 6

•

Exercise 9

2 result 3 sometimes 4 present simple

v Grammar practice • 1–3 star tasks to practise the first conditional. Also available on the Tests and Resources Multi-ROM.

• Ask students to read the dialogue through quickly, ignoring

• • •

the gaps, to get the gist of it. Ask: What is Bea’s mum worried about? (She’s worried about details of Bea’s upcoming stay with a family in London.) Ask students to read the dialogue again and write the completed sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Divide the class into pairs to practise reading the dialogue. Monitor and help them with pronunciation and intonation.

ANSWERS

1 will you do 2 you get 3 I get 4 I’ll look 5 I’m 6 she’ll help 7 will you eat 8 will you have 9 they don’t eat 10 I won’t eat 11 we go 12 will you get 13 they don’t drive 14 the school is 15 we’ll catch

Language in action Aims

• Make sentences using the first conditional. • Compare ideas about the future.

Exercise 7

7 5

• Ask students to read the sentence halves. Point out that when

Exercise 11

• •

the action clause comes first, it is followed by a comma. Ask students to match the sentence halves. Check answers with the class. 2 D

3 B

4 A

•

Exercise 8

• Ask students to read the sentences carefully and write if or •

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

ANSWERS

1 unless

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• Read the example sentence aloud. Elicit one or two more •

ANSWERS

1 C

2 if 3 If

4 Unless

Develop competence in linguistic communication. Develop social and civic competence.

possible endings for the first sentence. With a weaker group, elicit one or two possible endings for all the sentences. Ask students to complete the sentences in their notebooks with their own ideas. Monitor and help while they are working. Invite students in turn to read some of their sentences aloud. Conduct class feedback, praising good use of the target language and correcting any errors.

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

Exercise 3

Aims

• • • •

Read a text about some young scientists. Answer questions on the text, and find specific information. Understand new vocabulary in context. Practise listening to and using the sounds /ŋ/ and /ŋk/. 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

• Focus attention on the map of South Africa. Elicit what

•

ANSWERS

Hearn Johnson designed and built a robot hand. Palesa Masuku discovered an alternative source of energy.

students know about South Africa. Ask: What famous South Africans do you know about? If students don’t mention Nelson Mandela, prompt them with his name and elicit what they know about him. Encourage as many students as possible to join in and share their knowledge.

• Read the first topic aloud and ask students to refer back to the

• •

ANSWERS

1 2 3 4 5

Exercise 1

• Focus students’ attention on the title of the article, Tomorrow’s •

Scientists, and explain that they are going to find out about two scientific projects. Read the question aloud and ask students to look at the photos and say what inventions they think the South African students made. Elicit a range of ideas, but don’t check answers at this stage.

Exercise 2

paragraph 1 paragraph 3 paragraph 2 paragraph 2 paragraph 3

v Reading extension • A short reading comprehension task on the article.

Exercise 4

• Focus students’ attention on the highlighted words in the

Culture note South Africa The Republic of South Africa is located on the southern tip of Africa. It is a multi-ethnic society, with a wide range of cultures and religions. There are eleven official languages. For this reason, it is often called the Rainbow Nation. South Africa was colonized by European countries in the nineteenth century, and remained a British colony until it gained its independence in 1961. Although 80% of the population are of black African origin, the country was governed by the white minority after independence and, under the system of apartheid, there was strict segregation of blacks and whites. This system started to be dismantled during the 1990s, under pressure from activists such as Nelson Mandela. The first universal elections were held in 1994, and Nelson Mandela was elected as the country’s first black president.

paragraphs in the article to find out where this is mentioned. Elicit the answer and ask students to identify the part of the paragraph where it is mentioned. Ask students to match the remaining topics to the paragraphs. Check answers with the class, asking students to identify the part of the paragraph which mentions each topic.

•

text and ask them to write the word for each definition in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5

nuts heat award graduate survey

Optional activities

• Ask: Which of the two young scientists do you admire more? Which invention will help more people? Why? Discuss the questions as a class. Encourage as many students as possible to join in and express their opinions. • Ask: What’s the greatest invention of all time? Elicit a few ideas, and then ask students to write down their top three inventions of all time. Divide the class into pairs to compare their ideas and agree their top three overall. Put pairs together into groups of four to repeat this process. Invite groups in turn to present their ideas to the class. Discuss as a class which are the top inventions of all time and why. v Vocabulary practice

• Interactive task to practise the vocabulary.

$ 1.25

• Play the recording for students to read and listen to the article, and check their answers to exercise 1.

• Check answers with the class.

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Exercise 5

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Say it!

• Focus attention on the Say it! box. Model pronunciation of

• • • • • •

the two sounds in isolation, or use the recording to do this. Explain that in English the letters ‘ng’ are pronounced as /ŋ/, and this same sound is also used when ‘n’ is followed by a ‘c’ or a ‘k’ (/ŋk/). Play the first word on the recording and ask: Did you hear an /ŋ/ or an /ŋk/ sound? Play the rest of the recording and ask students to write the sound they hear in their notebooks. Alternatively, students could read through the words first and guess which sound they will hear. They could then listen to check. Check answers with the class, and check that students understand all the words. Play the recording again for students to repeat. There are follow-up exercises for further practice on page 133.

ANSWERS

/ŋ/ engineering, inventing, warming /ŋk/ ankle, include, link

Exercise 8

• Invite groups in turn to present their ideas to the class. • Encourage other students to ask questions at the end of each presentation.

• When all the presentations have finished, conduct class feedback. Discuss which ideas are the most interesting and why. Encourage as many students as possible to join in and express their opinions. The class can also be encouraged to help develop the original idea further. v Culture video: A teenage inventor

• Duration: 3.00 minutes • Topic: A teenager who designed a fridge that works without electricity.

• Video worksheets to accompany this video are available on the iPack Resources tab.

Focus on … Design and Technology • Read the question with the class and check that students understand copper and steel.

• Ask students to discuss the question in pairs and to decide on

Language in action •

Aims

• Think of an idea to enter in the science fair. • Write a paragraph about the idea. • Present the idea to the class.

4 6 7

Develop sense of initiative and entrepreneurship. Develop mathematical competence and basic competences in science and technology. Develop competence in linguistic communication.

their answers before they look at page 125 to find out if they are right. Ask students to do the CLIL extension on page 125.

Further practice Reading, Workbook page 28 Pronunciation, Student’s Book page 133 CLIL worksheet Unit 3, Tests and Resources Multi-ROM

Exercise 6

• Read the task with the class. Ask them to choose one of the •

•

three categories to enter. Brainstorm a couple of ideas for each category with the class. Prompt students by asking questions, e.g. What kind of problem do you want to find a solution for? What kind of thing would you like to invent? What kind of survey / research would you be interested in doing? Why?) Divide the class into small groups to discuss and develop the idea for their entry. Monitor and help while they are working.

Exercise 7

• Ask groups to write a paragraph about their idea, using the questions to help them. Monitor and help while they are working.

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3.4 Practical English

Exercise 3

$ 1.27

Audio script pT138

Speaking and Listening

• Allow students time to read the questions. • Play the recording again for students to listen and answer the

Aims

• Check answers with the class.

questions in their notebooks.

• Look at a picture story about health problems and discuss what is happening. • Listen to the story and answer questions. • Learn functional language for talking about health problems. • Practise a conversation with a doctor. 5 Develop social and civic competence. 7 Develop competence in linguistic communication.

ANSWERS

1 2 3 4

Exercise 4

the matter with me? Elicit the word headache.

• Repeat this with a few other health problems, e.g. a cough, •

a sore throat, a bad back, a broken arm. You could ask some students to mime health problems, too. Ask: What do you do if you have a health problem? (go to the doctor) What will the doctor do? Elicit a range of vocabulary related to health and treatments.

v Listening preparation • Interactive task to pre-teach vocabulary and introduce students to the topic.

Exercise 1

• Focus students’ attention on the picture story. Elicit or explain

• • •

that the students are all at school and visiting the school nurse in the medical room. Read through the health problems in the box and check students understand them. Model the pronunciation for students to repeat. Invite a student to read the example question aloud, and elicit an answer from the class. Divide the class into pairs to ask and answer questions about the other scenes in the picture story. Invite different pairs to share some of their ideas, but don’t confirm answers at this stage.

Exercise 2

$ 1.27

Audio script pT138

• Read the names in the box aloud to model the pronunciation. • Play the recording for students to listen and check their

•

$ 1.28

Audio script pT138

• Focus students’ attention on the questions. Then play part 2 of

Warm-up

• With books closed, mime having a headache and ask: What’s

Grace feels weak. Reece thinks he hurt his ankle playing football. Jane’s got a cough, a sore throat and back ache. Kyle got a stomach ache after lunch.

•

the recording for students to listen and answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 The students are happy at first because their class is going to watch a film instead of doing a test. 2 At the end of the conversation they feel disappointed because they have to stay in the medical room.

Exercise 5

$ 1.28

Audio script pT138

• Read the question with the class and elicit some possible answers.

• Play the recording again for students to listen and work out •

the answer. Check the answer with the class, asking the students what word in the audio gave them the clue.

ANSWER

Maths (clue = ‘algebra’)

Optional activity Divide the class into pairs. Tell them they are going to roleplay one of the conversations from the picture story. Allow them time to prepare their ideas. Play the part 1 recording again if necessary for them to listen for useful phrases. Ask students to practise their conversations in pairs. Monitor and help while they are working. Invite some pairs to perform their conversations for the class. Tell them not to say the name of the person in their conversation. Ask other students to guess the name.

answers to exercise 1. Ask them to match the names to the people in the pictures and write the answers in their notebooks. Check answers with the class.

ANSWERS

A B C D

Grace – 2 – toothache Kyle – 5 – a stomach ache Jane – 4 – the flu Reece – 3 – a bad ankle

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Exercise 6 Learn it!

• Elicit some examples of advice that a doctor might give, e.g.

• Read the sentences aloud and model the pronunciation of • •

hurt /hɜ:t/. Point out that ‘hurt’ is the irregular past simple form of the verb. Ask students to translate the sentences into their own language to make sure they understand their meaning. Elicit some similar sentences in English, e.g. My foot hurts. I hurt my foot yesterday in PE.

Exercise 7

$ 1.29

•

•

• 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 by writing the sentences on the board.

ANSWERS

1 2 3 4 5 6

What’s the matter? Does it hurt? How do you feel now? Yes, it does. I feel much better. I’m ill.

Exercise 8

$ 1.30

• Ask students to match the questions and answers they wrote in their notebooks in exercise 7.

• Play the recording for them to listen and check. • Then play the recording again for students to listen and repeat. ANSWERS

What’s the matter? I’m ill. Does it hurt? Yes, it does. How do you feel now? I feel much better.

•

You should stay in bed. You need to rest. You should drink lots of water. You need to take a painkiller. Help students with any vocabulary they need. Demonstrate the activity with a confident student. Take on the role of the doctor and invite the student to tell you about their problem. Ask some more detailed questions, using phrases from the Functional language box, and elicit the student’s answers. Give them some advice. Divide the class into pairs. Ask them to prepare and practise a conversation. Then have them swap roles and practise again. Monitor and help while students are working. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to perform their conversations for the class.

Exercise 10

• Play the video for students to watch and interact with. v Interactive video Kit’s travels: Unit 3 Episode 3: Kit has a bike accident. When Nathan, Poppy and You are injured, he tries to help. • Duration: 6.55 minutes • Topic: Treating injuries and illness with plants and herbs. • Task: ‘Your turn’ – ask and talk about health problems and injuries. Interactive – select a playing card. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice Students can work in pairs or small groups to practise the dialogue on the iPack.

Further practice

Language in action Aims

Functional language, Vocabulary reference, Workbook page 94 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

• Practise a conversation with a doctor.

5 7 1

Develop social and civic competence. Develop competence in linguistic communication. Develop digital competence.

v Speaking preparation • Interactive task to complete a dialogue.

Exercise 9

• Read through the phrases in Functional language box with the •

•

class, and make sure students understand everything. If students need more practice of the functional language before they go into the activity, ask them to close their books. Read out phrases from the Functional language box in random order and ask students to say whether it is a doctor or patient speaking. Read through the task with the class. Elicit some phrases for giving advice, e.g. You should … , You need to … .

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3.5 Writing recommendations

Exercise 4

• Ask students to rewrite the sentences in their notebooks,

Aims

adding the words in brackets in the correct place. Allow students to compare their answers in pairs before checking with the class.

• Read a model text making recommendations. • Learn to use also, too and as well correctly. • Write recommendations to help solve an environmental

•

problem. 6 Develop mathematical competence and basic competences in science and technology. Develop sense of initiative and entrepreneurship competence. 4 7 Develop competence in linguistic communication.

1 We have a break in the morning and one in the afternoon, too. 2 I can ride a skateboard, and I can also ride a scooter. 3 I play tennis on Fridays and on Saturdays as well. 4 Jane’s friends were also at the party. 5 Carla speaks French, and she also speaks German.

ANSWERS

Model text

Optional activity Ask students to read the model text again and find examples of first conditional sentences. Encourage students to use at least one first conditional sentence when they write their own recommendations. Ask students to find two questions in the model text. Discuss why the writer uses questions (to engage the reader and make them feel involved). Encourage students to use questions when they write their own recommendations.

Exercise 1

• Read out the title of the text, and then focus attention on the

• • •

pictures and ask: What recommendations do you think the text makes? Elicit a few ideas of ways in which individuals can help to save the planet. Read through the list of topics with the class and check students understand them all. Elicit which topics the pictures relate to (water consumption, energy consumption, transport). Ask students to read the model text and note down the topics it makes recommendations about. Check answers with the class.

ANSWERS

energy consumption and transport

Exercise 2

• Invite two students to read the sentences aloud. Then ask •

students to match them to the correct paragraphs in the text. Check answers with the class.

ANSWERS

1 B

2 C

v Language practice • Interactive task to practise also, too, as well.

Writing task v Writing preparation • Interactive task to complete a table about environmental problems.

Exercise 5

• Tell students they are going to write recommendations about an environmental problem. Read the task aloud.

• Brainstorm some other environmental problems that students

Look at language – also, too, as well Exercise 3

• Invite different students to read the example sentences aloud. • • • •

Help with pronunciation as necessary. Draw students’ attention to the position of also, too and as well. Ask them to find more examples of the words in the model text. Ask students to copy the rules carefully into their notebooks and choose the correct answers to complete them. Check answers with the class. Encourage students to copy some of the example sentences into their notebooks, or to write their own example sentences to help them remember the language point.

ANSWERS

1 2 3 4

affirmative at the end before after

• • •

could write about. Write them on the board and discuss recommendations that students could make, e.g. landfill sites – recycle more, don’t use plastic carrier bags, don’t buy things if there is too much packaging; water shortages – have showers instead of baths, don’t leave the tap running when you clean your teeth, use waste water in the garden. Focus on the model text again and ask: Which paragraph describes the problem? (the first one) How many paragraphs suggest ways to reduce the problem? (two) Go through the paragraph plan and make sure students understand that they must structure their recommendations in this way. Ask students to write their recommendations. If they do this in class, go round giving help and encouragement. Remind them to use also, too and as well correctly. These notes continue on page T43.

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The following notes refer to material on Student’s Book page 42.

• Invite some students to read their recommendations to •

the class. Their classmates can listen and suggest other recommendations for this topic. Alternatively, students could work in pairs to read their partner’s recommendations. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used too, also and as well correctly.

Further practice Writing, Workbook page 29

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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. Make sure your students use the extensive course material provided. This includes: • Student’s Book: – Unit 3 Review, page 44 • 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 the Starter Unit and Units 1–2. 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 (The body and The environment).

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Unit 3

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Group project: Class newsletter

• With a weaker group, you could divide the class into bigger groups and assign each task to a pair of students so that they can discuss and work together.

Aims

• Collect ideas for a class newsletter. • Write articles and other texts and use them to make a newsletter. • Read all the class newsletters and evaluate them. 4 Develop sense of initiative and entrepreneurship. 7 Develop competence in linguistic communication. 2 Develop competence in learning to learn. 5 Develop social and civic competence. 1 Develop digital competence.

Useful materials

• • • • • • • •

Task 2

• Ask students to follow the instructions for the part of the

• • •

newsletter that they are writing. Tell them that at this point they are just preparing their ideas, so they shouldn’t worry if they don’t know all the words they need in English. Allow students to use computers or their tablets or phones to access the internet if necessary. Students doing questionnaires or surveys may want to talk to people in different groups. You could perhaps set aside one or two tables to one side of the room for this purpose. Monitor and help while students are working.

notebooks computer paper pens photos stapler glue scissors

Warm-up

• Tell students they are going to write a class newsletter. Ask: What is a newsletter? What do you find in a class newsletter? What would you like to read in a class newsletter? Elicit a range of ideas.

Task 1

• Introduce the project aims by reading through the text in the blue box.

• Ask students to read the class newsletter on pages 44–45.

• •

• •

Elicit that it includes an interview, an article, some jokes and riddles and a feature called ‘Class stars’. Ask: Which did you enjoy reading the most? Why? Divide the class into small groups, and read through the instructions with the class. Give students time to discuss their newsletter in their groups and work through the instructions. Point out that they don’t have to use the same ideas used in the example newsletter. Encourage them to think of different options, e.g. they could interview a member of staff or of the local community, such as a firefighter; they could write a crossword or a wordsearch puzzle; they could write recommendations for activities to do in and outside school; they could write about a new after-school club; they could invent a competition for individual students or whole classes to compete in, etc. Monitor and help while students are discussing what to include in their newsletters. Ask them to produce a list defining what each person in the group is going to do. Check that everyone in each group has a writing task.

Project 1

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Task 3

• Tell students they are now going to write their newsletters. •

• • • •

Make sure they have all the materials they need. Encourage them to use a dictionary to find any new vocabulary that they require. If students are using a bilingual dictionary to find new words in English, encourage them to use an English learners’ dictionary once they have found the word, to check the grammar of the word and find examples of how it is used in a sentence. If you see that students are taking too long to find the vocabulary they need, help them out so that they have enough time for the writing stage. Read through the Useful language box with the class and make sure students understand everything. Read the Remember! box with the class. Ask students to find examples of adjectives in the text about the class trip. Reinforce the point that adjectives make the text more interesting. Ask students to prepare their written texts. Students can either work on paper or on computers. Monitor and help while they are working.

Task 4

• Students should now work in their groups to make their

•

newsletters. If they are creating a digital newsletter, they may want to use their own photos, which they can transfer from their phones, or search online for generic photos of places. Monitor and help while they are working. Encourage them to use a range of colours and fonts to make their newsletters interesting. Ask students to print out their newsletters when they have finished. If students are working on paper, encourage them to make their newsletters bright and colourful. If they do not have access to photos, they can draw illustrations. Make sure students have staplers, scissors and glue as necessary.

Task 5

• Put all the completed newsletters on display and allow students to walk around the classroom and read them.

• Write the questions from Task 5 on the board and ask students •

to make notes of their answers as they read the newsletters. Conduct class feedback. Praise the students’ work and the good use of the language they have studied so far. Discuss the questions in Task 5 and ask students what they have learned from the project.

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Project 1

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Review

• Check answers with the class.

Reading

1 2 3 4

ANSWERS

Exercise 1

• Tell students they are going to read a text about some

• •

people’s predictions. Ask: What predictions can you remember from this unit? Elicit a few ideas. If necessary, prompt them by saying a category, e.g. people, technology, medicine, environment, food. Ask students to read the text and write the correct options in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

Laura was playing tennis when she hurt her shoulder. If she puts ice on it, it won’t hurt as much. Mrs Jones was cooking dinner when she cut her thumb. Neil got hurt because he fell over while he was playing basketball. 5 If Matt doesn’t stop coughing, he’ll see the doctor again tomorrow.

Speaking Exercise 5

• Read through the task and the words in the box with the

ANSWERS

1 B

2 D

3 A

4 A

5 B

6 D

•

Exercise 2

• Ask students to read the text again and decide if the •

sentences are true or false. Ask them to correct the false sentences in their notebooks. Check answers with the class. Ask: Which of the predictions do you agree with? Why?

ANSWERS

1 False. To feed 10 billion people, we will use the sea to grow food like algae. 2 True. 3 False. Our brain power will increase in the next hundred years. 4 False. The professor agrees that most people will speak English, Spanish or Mandarin. 5 False. We will be fitter and will live longer. New body parts will be better than in the past.

Listening Exercise 3

• •

Audio script pT138

Elicit what the problem is in each picture. If necessary, review the parts of the body on page 34. Play the recording for students to listen and write the number of the pictures in the order they hear them in their notebooks. Play the recording again if necessary for students to check and complete their answers. Check answers with the class. Ask: What advice do you think the doctor gave to each person? Elicit a range of ideas.

ANSWERS

1 D

2 A

Exercise 4

3 B

4 C

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Audio script pT138

• Allow students time to read the questions. Make sure that • •

• •

Writing Exercise 6

• Invite a student to read the task and the example sentences

• •

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• Focus on the pictures in turn and ask: What’s the problem? •

•

they understand everything. Play the recording again for students to listen and answer the questions in their notebooks. Pause the recording as necessary to allow them time to write.

class. Then invite two confident students to read the example answers aloud. Allow students time to think about their predictions. Remind them they can make notes, but they shouldn’t write full sentences. Divide the class into pairs and ask them to tell their partner their predictions. Monitor and help while they are working and note down any common errors to feed back on at the end. Conduct class feedback. Invite some students to tell the class about their partner’s predictions.

aloud. Elicit that the sentences use the first conditional. If necessary, check that students remember how to form the first conditional. Ask students to write their predictions in their notebooks. Monitor and help as necessary. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to read their predictions to the class.

Optional activity Ask students to imagine their perfect life in ten years’ time. Give one or two examples, e.g. I’ll be a professional singer. If people like my music, I’ll travel all over the world. I’ll live in a big house. / I’ll work for a big company. I’ll live in New York. I’ll be married. Ask students to write three or four sentences making predictions about their perfect life. Invite students in turn to read their predictions to the class. Encourage other students to say which predictions they think will probably happen.

Further practice Review, Workbook pages 30–31 Unit 3 Tests, Tests and Resources Multi-ROM

Unit 3

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Making it happen Unit summary

• Divide the class into pairs or small groups to ask and answer

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Money: buy, cash, coins, donate, earn, notes, pay for, pocket money, prize money, save, sell, spend, win Verbs and prepositions of movement: climb (up), crawl (under), dive (into), fall (off ), hop (onto), jump (over), run (around), slide (down), stand (on), swim (through), walk (along) Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) annoyed (adj), broke (adj), messy (adj), pleased (adj), rich (adj), tidy (adj) bridge (n), net (n), slide (n), tunnel (n), wall (n) bride (n), get married (v), groom (n), valuable (adj), wedding (n) Learn it!: earn, win; a third, a quarter, half

Grammar be going to for future plans and intentions be going to and will for predictions Present continuous for future arrangements

Functional language Paying for something in a shop (practised and tested in 1–3 star tasks and tests) Can I pay by card? I’m sorry, we only take cash. There’s a cash machine … That comes to / That’s … Here’s your change / receipt. I’d like to return this. Can I have a refund, please? Have you got your receipt?

•

the questions. Go round monitoring and helping with vocabulary as necessary. Invite some students to tell the class something they learned about their partner.

Exercise 2

• Focus students’ attention on the pictures and elicit or explain • •

that the man is very rich. Ask students what is happening in each of the small pictures. Read the question aloud and model the sentence beginnings. Elicit a few example endings. Ask students to write their own sentence endings. Invite some students to read their sentences to the class. Ask other students: Do you agree? Why? / Why not?

Optional activity Write on the board the sentence beginning: If I’m rich one day, … . Elicit a few example endings to the sentence using will and won’t, and review the first conditional. Ask students to complete the sentence with their own ideas. Invite students in turn to read their sentences to the class. If ideas are repeated, write these on the board, e.g. I won’t work. / I’ll live in a big house. When all students have read their sentences, point to the ideas on the board, and ask: Can money make you happy? What things can money buy you? What things can’t it buy? Elicit a range of answers.

Exercise 3

• Play the video for students to watch and interact with. v Video: Part-time jobs • Duration: 2.30 minutes • Topic: A teenager who works in a bakery. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

Warm-up Aims

• Talk about money and attitudes to money. • Give advice about money.

5

Develop social and civic competence.

Exercise 1

• Read through the questions with the class. Make sure that students understand everything. Allow students time to think about their answers.

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4.1 He isn’t going to stop working. Vocabulary and Reading Aims

• • • • •

Learn vocabulary for money. Read and listen to a text about winning the lottery. Answer questions on the text. Learn about confusing words. Understand new vocabulary in context. 7 Develop competence in linguistic communication. 5 Develop social and civic competence. v Vocabulary presentation • Interactive task to present the vocabulary with pictures, definitions and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

ANSWERS

1 2 3 4 5 6

Optional activity Write a list of the unused options in exercise 2 on the board. Ask students to work in pairs and write sentences using these words. Invite pairs in turn to read their sentences to the class.

Exercise 3 Learn it!

• Ask students to read the two sentences and decide how • •

• With books closed, tell students you are going to write a word

• •

on the board and they must write down the first three words that come into their head in their notebooks. Tell them not to think too much about it, but just write the words. They can write words in their own language if they don’t know the words in English. Write the word money on the board, and give students just a few seconds to write down their words. Invite students in turn to tell the class their words. Write them on the board. As a class, discuss which words or ideas were mentioned most frequently, and what this shows about our attitudes to money.

Exercise 1

• Read through the table with the class and check that students • •

understand the headings. Ask students to copy the table into their notebooks and complete it with the words from the box. They can use their dictionaries to help if necessary. Check answers with the class, and make sure that students understand all the words. Model pronunciation of the words.

ANSWERS

1 2 3 4 5

win notes prize money spend buy

win pay for donate earns, selling prize coin

they would say them in their own language. Model the pronunciation of earn. Discuss the difference in meaning between the two words in English. Encourage students to write an example sentence for each word, to help them remember the difference in meaning. You could take this opportunity to discuss any other confusing words that students know in English, e.g. bring / take, wear / carry.

Exercise 4

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• Read the question aloud. Focus students’ attention on the

• •

photo and elicit that the teenage boy in the photo is called Ryan. Read the title of the text aloud and ask: What do you think Ryan found? Elicit a range of ideas and encourage students to speculate. Play the recording for students to read and listen and answer the question. Check answer with the class.

ANSWERS

He had a winning lottery ticket.

Did you know?

• Read the Did you know? box with the class. Check that students understand jackpot. Ask: Why do you think people continue to buy lottery tickets when they will probably never win? Elicit a range of answers.

Culture note The Euromillions lottery was launched in 2004. Initially, just France, Spain and the UK participated, but many other countries have since joined. If there is no winning ticket, the prize money is ‘rolled over’ to the following week. In 2012, a British couple won 190 million euros!

Exercise 2

Further practice

• Ask students to read the sentences and write the correct

Language summary, Student’s Book page 57 Vocabulary, Workbook page 32 Vocabulary reference, Workbook pages 98–99 Vocabulary worksheets, Tests and Resources Multi-ROM

•

options in their notebooks. Check answers with the class by inviting different students to read the sentences aloud.

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ANSWERS

Exercise 5

• Ask students to decide if the sentences are true or false and to •

correct the false ones in their notebooks. Check answers with the class.

ANSWERS

v Reading extension • A short reading comprehension on an article about life as a millionaire.

Exercise 6

• Focus students’ attention on the highlighted words in the text. Ask them to match the adjectives that have opposite meanings, and write the pairs in their notebooks. Check answers with the class.

ANSWERS

annoyed – pleased, broke – rich, messy – tidy

Exercise 7 the sentences. Remind them to write them in their notebooks. Check answers with the class.

ANSWERS

1 rich

2 messy 3 broke 4 pleased

5 annoyed 6 tidy

v Vocabulary practice • Interactive task to practise the vocabulary.

Grammar – be going to

Exercise 9

• Ask students to read through the dialogue quickly, ignoring • •

the gaps, to get the gist of it. Ask: Do you think Emma is looking forward to her holiday? (no). Ask students to read and complete the dialogue in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5 6

Are you going to see I’m going to see We’re going to go Are you going to stay are you going to do I’m going to take

7 Is your cousin going to come 8 she is / ’s going to study 9 I’m not going to do 10 you’re not / you aren’t going to spend

Exercise 10

• Ask students to read the article quickly, ignoring the gaps, to get the gist of it. Ask: Is Nick’s life going to change a lot? (no)

• Ask students to read and complete the article in their notebooks. • Check answers with the class. 1 2 3 4 5 6

is he going to do he isn’t going to change he is / ’s going to complete He isn’t going to spend He is / ’s going to buy his story is going to help

Language in action Aims

Aims

• Practise using be going to. • Talk about future plans and intentions.

• Learn the form and use of be going to. • Complete a dialogue and an article with correct forms of be

7 5

going to. 7 Develop competence in linguistic communication. 4 Develop sense of initiative and entrepreneurship. v Grammar animation • Presentation of be going to in context.

Exercise 8

• Invite different students to read the example sentences aloud. • Ask students to copy the rules into their notebooks and • •

choose the correct words to complete them. Check answers with the class. Refer students back to the text to find further examples to copy into their notebooks.

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4 be

ANSWERS

• Ask students to use the adjectives from exercise 6 to complete •

2 doesn’t change 3 after

v Grammar practice • 1–3 star tasks to practise be going to. Also available on the Tests and Resources Multi-ROM.

1 True. 2 False. Ryan’s mother was annoyed with all the clothes and games on the bedroom floor. 3 False. Ryan is going to pay for a holiday for his parents. / Ryan is going to go on holiday by himself / alone. 4 True. 5 False. His life is not going to change completely. 6 False. Ryan’s father wants him to buy a flat and live there. / Ryan wants to continue living with his parents.

•

1 changes

Develop competence in linguistic communication. Develop social and civic competence.

Exercise 11

• Read the task aloud. Demonstrate the activity with a sentence • •

of your own and ask students to guess if it is true or false. Ask students to write five sentences about their plans and intentions. Then divide the class into pairs to read their sentences to each other and guess which are true. Conduct class feedback, praising good use of the target language and correcting any errors.

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 I won’t have any problems. Vocabulary, Listening and Speaking Aims

• • • • •

Learn verbs and prepositions of movement. Discuss an advertisement for a mud run. Listen to an interview about the mud run. Answer questions on the interview. Understand new vocabulary in context. 7 Develop competence in linguistic communication. 3 Develop competence in cultural awareness and expression. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 2

• Read the question aloud and point out that the pictures show • • •

different obstacles that are part of the mud run. Ask: Which obstacles are dangerous? Which are easy? Elicit a few ideas. Go through the adjectives in the box. Divide the class into pairs or small groups to discuss the obstacles and agree which are dangerous, difficult, etc. Discuss their ideas as a class.

Exercise 3

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Audio script ppT138–T139

• Tell students they are going to listen to an interview with a • • •

competitor in a mud run. Read through the questions. Play the recording for students to listen and write the order of the questions in their notebooks. Alternatively, ask students to guess the order of the questions, and then listen and check. Check answers with the class.

ANSWERS

A 5

B 1

C 4

D 6

F 3

Warm-up

Exercise 4

• Focus on the photo in the advertisement. Ask: What is the

• Ask students to write the questions from exercise 3 in their

person doing? Do people take part in events like this in your country? Would you like to take part in an event like this? Why? / Why not? Why do you think people enjoy these kinds of events? Elicit a range of answers from students.

•

Culture note A mud run is essentially an obstacle race with mud being the biggest obstacle. Participants have to cross huge mud puddles with the mud sticking on their bodies and holding them back. Mud runs started sometime around the mid-1990s but have become popular in the UK and other countries such as Belgium, Denmark, France, Germany, Greece and Spain over the last few years. Some events require people to work together in a team, helping each other over the obstacles, while others are individual events. The length of the courses varies from around 4 or 5 kilometres to as much as 25 kilometres.

Exercise 1

• Divide the class into pairs to match the phrases to the •

pictures. Draw students’ attention to the example answer. Monitor and help with vocabulary as necessary. Check answers with the class, and make sure that students understand all the phrases.

ANSWERS

1 He’s diving into a pool / cold water. 2 He’s walking along a plank. 3 He’s climbing up a wall. 4 He’s standing on a pillar. 5 He’s jumping over logs. 6 He’s crawling under a net. 7 He’s sliding down a muddy hill. 8 He’s swimming through a tunnel. 9 He’s falling off a bridge. 10 He’s running around a pillar. 11 He’s hopping onto posts.

•

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E 2

Audio script ppT138–T139

notebooks in the correct order, leaving space for the answers. Ask students if they remember any of Tony’s answers. Elicit a few ideas, but don’t confirm them. Play the recording again for students to listen and write Tony’s answers. Pause the recording after each answer, to allow students time to write. Play the recording again if necessary for students to check and complete their answers.

ANSWERS

1 2 3 4

Oh no, I do them two or three times a year! You have a lot of fun, and it’s for charity! No, it won’t. It always rains when I do a mud run. Swinging across the river on a rope isn’t going to be easy with this wind. 5 The water obstacles are my favourites. 6 Oh yes, definitely. In fact, I’m going to do a special Junior mud run in a few months’ time.

Exercise 5

• Ask students to complete the sentences in their notebooks. • Play the recording again for students to listen and check their answers before checking with the class. ANSWERS

1 tunnel

2 wall 3 net

4 bridge

5 slide

v Vocabulary practice • Interactive task to practise the vocabulary.

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

Unit 4

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Grammar – be going to and will for predictions

Exercise 9

• Ask students to read the newsletter quickly, ignoring the gaps,

Aims

• Learn the difference between be going to and will for predictions. • Complete sentences and a text using be going to and will. • Learn how to say fractions in English. • Practise using be going to and will to make predictions. 7 Develop competence in linguistic communication. 6 Develop mathematical competence and basic competences in science and technology. v Grammar animation • Presentation of be going to and will in context.

Exercise 6

• Read the example sentences aloud and make sure that • • • •

students understand them. You could ask students to translate the sentences into their own language to check understanding. Read through the rules with the class and elicit the correct answers. Reinforce the point that we don’t use will when our prediction is based on evidence: The sun’s shining – it’s going to be a hot day. NOT The sun’s shining – it will be a hot day. Ask students to copy the rules into their notebooks. Encourage students to copy some of the example sentences into their notebooks, or they could modify the sentences to make them more memorable.

ANSWERS

•

ANSWERS

1 2 3 4 5 6 7

Aims

• Write predictions about another student’s weekend, and discuss whether they will come true or not. 5 Develop social and civic competence. 7 Develop competence in linguistic communication.

Exercise 10

• Invite a confident student to read the three example • •

v Grammar practice • 1–3 star tasks to practise be going to and will. Also available on the Tests and Resources Multi-ROM.

•

• Ask students to read the sentences and write the correct •

forms of will or be going to in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Ask them to refer back to the rules to explain the answers.

ANSWERS

1 am going to, are going to 2 will 3 is going to 4 is going to 5 is going to 6 will 7 is going to 8 will

Exercise 8 Learn it!

• Read the sentences aloud and ask students to translate them • •

into their own language. Elicit the numerical versions and 1 1 1 write them on the board ( 3 , 4 , 2 ). Elicit or point out that for most fractions we use a + third / quarter / fifth, etc. + of, but with half we don’t use an article: half of the class NOT a half of the class. Ask students to copy the examples into their notebooks and write a note to remind themselves of the common error.

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will they beat are not going to win are going to have will start will work is going to be will get

Language in action

1 will 2 be going to 3 be going to

Exercise 7

to get the gist of it. Then ask them to write the correct verb forms in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

predictions aloud. Elicit that examples 1 and 3 use be going to because they are based on external evidence. Divide the class into pairs. Ask them to work individually and write three predictions about their partner’s weekend. Monitor and help while they are working. Students then work in their pairs to read their predictions to each other. Demonstrate the activity first by asking a confident student to read their first prediction to their partner. Ask the partner: Do you think this will come true? Why? / Why not? Conduct class feedback, praising good use of the target language and correcting any errors.

Optional activity Divide the class into pairs or small groups. Tell them they are going to write predictions for next term for their school newsletter. Read through the three headings from the newsletter in exercise 9 and brainstorm some other possible headings, e.g. Trips, Exams, Music, Facilities. Ask students to choose a heading and write three predictions for their school newsletter. Monitor and help while they are working. Invite pairs or groups in turn to read their predictions to the class. Ask the other students which predictions they think will come true.

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

Unit 4

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4.3 Around the world

Culture note The colour red in China represents success, beauty, happiness and good fortune, so money is given in red envelopes to bring good luck. Five-yen coins have been considered lucky in Japan since their introduction in 1870. This is because the Japanese words for ‘five yen’ sound similar to the words for ‘good luck’. Traditionally, people put a five-yen coin into a new wallet before inserting any other money. The traditional Christmas pudding is made several weeks before Christmas in the UK. Coins are put into the pudding and kept by the people who find them when the pudding is eaten. The idea is that they will bring wealth to those people in the coming year.

Reading and Vocabulary Aims

• • • • •

Read a text about some old traditions connected with money. Understand new vocabulary in context. Learn about the present continuous for future arrangements. Ask and answer questions about money. Write about something that is special to you. 7 Develop competence in linguistic communication. 3 Develop competence in cultural awareness and expression. v Reading preparation • A task to pre-teach vocabulary from the text and introduce students to the topic.

Exercise 2

Warm-up

• Divide the class into pairs to discuss any traditions to do with

• Focus attention on the map. Elicit what students know about •

•

these countries, e.g. the weather, sports, films and TV shows, etc. Focus attention on the photos of the two women. Tell students these show traditional life in the Solomon Islands. Ask: What do you think life is like for people there? What do you think the women are doing? Encourage students to speculate and share their ideas with the class.

Culture note The Solomon Islands The Solomon Islands are a group of volcanic islands to the north-east of Australia. The climate is tropical, with a wet season and a dry season, but warm temperatures throughout the year. The islands were colonized by Germany and Britain in the nineteenth century, and by 1900 all the islands had come under British rule. They remained under British rule until their independence in 1978. Today, they are still a member of the British Commonwealth (an organization of former colonies). English remains the official language in the islands, although it is only spoken by 2% of the population. Melanesian pidgin is the language most widely spoken, but there are over 100 other indigenous languages. Tourism is now a growing industry in the Solomon Islands.

Exercise 1

• Read through the sentences with the class. Check students • •

understand pudding. Ask students to guess where the traditions come from and match them to the countries. Remind them to write the answers in their notebooks. Check answers with the class and ask who guessed correctly.

ANSWERS

1 China 2 Japan 3 Britain

money that exist in their country.

• As a class, elicit and discuss any interesting traditions and ask students if they follow any of the traditions mentioned.

Exercise 3

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• Invite a student to read the questions aloud. Make sure that • • •

students understand currency. Focus on the top four photos on page 53, and ask students what currencies they think these show. Elicit a few ideas, but don’t confirm them at this stage. Play the recording for students to read and listen to the article and answer the questions in their notebooks. Check answers with the class, and make sure that students understand shells, whales’ teeth and animal skins.

ANSWERS

1 They are whales’ teeth, stone, salt and shells. 2 They use shells in the Solomon Islands.

Exercise 4

• Ask students to correct the sentences in their notebooks. • Check answers with the class. ANSWERS

1 Shell money is an old currency. 2 Shell money is one of the currencies you can use in the Solomon Islands. 3 The main use of shell money is to arrange weddings. 4 A man gives his future wife’s mother shell jewellery. 5 The colour of the shell is important. 6 Creating the shell money is hard work. v Reading extension • A short reading comprehension on an article about stone money.

Did you know?

• Read the information in the Did you know? box with the class. Ask: Do you think about how things are made and who makes them when you buy them? Elicit a range of answers.

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Exercise 5

• Invite students in turn to tell the class about their special objects. Encourage other students to ask questions about the objects.

• Focus students’ attention on the highlighted words in the • •

article. With a weaker group, check that students understand all the words. Ask students to read the text and write the missing words in their notebooks. Check answers with the class.

v Culture video: Harris tweed

• Duration: 3.22 minutes • Topic: A famous Scottish brand. • Video worksheets to accompany this video are available on the iPack Resources tab.

ANSWERS

1 2 3 4 5

getting married wedding bride groom valuable

Focus on … History • Read the task with the class and make sure that students •

v Vocabulary practice • Interactive task to practise the vocabulary.

Exercise 6 Language point

• With the class, read the information on the present

• •

continuous for future arrangements. Point out the difference between going to for plans and intentions (e.g. I’m going to call Tom later), and the present continuous for arrangements that are already made (e.g. I’m seeing Tom at six o’clock this evening). Ask students to use the prompts to write sentences in their notebooks. Elicit or point out they all refer to things that are already arranged. Check answers with the class.

•

understand Middle Ages, war, baron and knight. Divide the class into pairs to discuss the questions and guess the answer. Elicit a few ideas, but don’t confirm the answer at this stage. Ask students to do the CLIL extension on page 126.

Further practice Reading, Workbook page 36 CLIL worksheet Unit 4, Tests and Resources Multi-ROM

ANSWERS

1 2 3 4

We are meeting outside the cinema at 7 p.m. What are you doing this weekend? He isn’t having a party for his birthday. Are you wearing your new dress tonight?

Optional activity Ask: Do you have any arrangements for next weekend? Give some examples of arrangements you have, e.g. I’m meeting some friends on Saturday. Ask students to write one or two sentences about an arrangement they have. Invite students in turn to read their sentences to the class.

Language in action Aims

• Write about something that is special to you.

5 7

Develop social and civic competence. Develop competence in linguistic communication.

Exercise 7

• Read the task with the class. You could give an example by •

talking about something that is special to you, saying when you got it and why it is special to you. Allow students time to write their sentences. Monitor and help while they are working.

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4.4 Practical English

Optional activity Ask students to look at the picture story again and cover exercises 1 and 2. Divide the class into pairs and ask them to try to remember what the people are saying in each picture. Elicit some possible answers, and then allow students to uncover the speech bubbles again and check. See who remembered all the speech bubbles correctly.

Listening and Speaking Aims

• Listen to a telephone conversation about going shopping, and answer questions.

• Predict the end of the story. • Learn functional language for paying for something in a shop. • Learn about syllable stress in adjectives.

5 7 6

Develop social and civic competence. Develop competence in linguistic communication. Develop mathematical competence and basic competences in science and technology.

The following notes refer to material on Student’s Book page 55.

Exercise 3

• Focus on the picture story. Ask: Where are the people? What are • •

Exercise 1

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• •

• •

conversation between Jake and his friend Lucy. Allow students time to read the questions. Play the recording for students to listen and answer the questions. Check answers with the class.

aloud. Ask students which answer they think is correct and why. Elicit a few answers. Play the recording for students to listen and check their ideas. Check the answer with the class.

ANSWERS

a Jake buys the DVD in the music shop.

Exercise 4

• Ask students to read the dialogue through quickly, ignoring

Audio script pT139

• Tell students they are going to listen to a telephone

Audio script pT139

• Invite a student to read the question and the possible answers

Warm-up they doing? Elicit that they are shopping. Ask students about their shopping habits. Ask: Do you enjoy shopping? How often do you go? Who do you go with? What do you enjoy buying? Elicit a range of answers from students. Encourage as many students as possible to join in and talk about their own experiences and opinions.

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• • •

ANSWERS

the gaps, to get the gist of it. Ask: Did Jake’s mum like her present? (no) Focus students’ attention on the words in the box. Make sure they understand them all and model the pronunciation if necessary. Ask students to read the dialogue again and write the missing words in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Invite two students to read out the completed dialogue. Alternatively have students practise the dialogue in pairs.

1 Liam is having a party tomorrow. 2 Jake wants to buy him a DVD of his favourite band. 3 He is going to b) a department store and c) a music shop.

•

Exercise 2

1 comes 2 pay 3 card 4 take 5 cash machine 6 notes 7 change 8 return 9 refund 10 receipt

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Audio script pT139

• Read through the speech bubbles with the class and make • • •

that students understand everything. Divide the class into pairs. Ask them to match the speech bubbles to the scenes in the picture story. Then play the recording for students to listen and check their answers. Check answers with the class.

ANSWERS

A 3

B 5

C 4

D 2

E 1

ANSWERS

Exercise 5

• Read the question with the class and set a time limit of one or two minutes for students to work out the answer.

• Check the answer with the class, and see how many students got it right. ANSWER

Jake buys a DVD for £12.99 and a mobile-phone case for £15, so he spends £27.99 in total. He buys the scarf, but takes it back and gets a refund. So he gets £32.01 change from £60.

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Exercise 6

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Language in action

• 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 by writing the questions and answers on the board.

ANSWERS

1 2 3 A B C

Can I pay by card? Can I have a refund, please? Can I buy this computer game and this magazine, please? Have you got your receipt? Yes. That comes to £40. Sorry, we only take cash.

Exercise 7

Aims

• Practise a dialogue about paying for something in a shop.

5 2 1

v Speaking preparation • Interactive task to re-order a dialogue.

Exercise 9

• Read through the phrases in the Functional language box with the class, and make sure students understand everything.

• Invite three students to read the situations aloud. Then divide

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• Ask students to match the questions and answers they wrote • •

in their notebooks in exercise 6. Play the recording for them to listen and check their answers. Then play the recording again for students to listen and repeat.

Develop social and civic competence. Develop competence in learning to learn. Develop digital competence.

• •

the class into pairs. Ask them to choose one of the situations and prepare and practise a dialogue. Remind them to write notes, not full sentences, to prepare the dialogue. Monitor and help while students are working. Then ask them to swap roles and practise again. Invite some students to perform their dialogues for the class.

ANSWERS

Can I pay by card? Sorry, we only take cash. Can I have a refund, please? Have you got your receipt? Can I buy this computer game and this magazine, please? Yes. That comes to £40.

Exercise 8

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Say it!

• Focus attention on the Say it! box. Check that students

• • • •

understand how to count the syllables in words. Say the word beautiful, counting the syllables on three fingers to demonstrate. Say the word again, stressing the first syllable clearly and eliciting which syllable is stressed. Divide the class into pairs. Ask them to write the adjectives in their notebooks and then underline the syllable that is stressed in each one. Play the recording for students to check their answers. Check answers with the class, and then play the recording again for students to repeat. There are follow-up exercises for further practice on page 133.

ANSWERS

beautiful valuable

exciting

important

national

surprising

Optional activity Divide the class into pairs and ask them to write a sentence using as many of the adjectives from exercise 8 as they can. Ask pairs to swap sentences with another pair and read the sentence they have been given aloud. Monitor and help with pronunciation as necessary. Find out which pair managed to use the most adjectives correctly, and praise all students for their good work.

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Optional activity Encourage students to think of their own situation and practise another dialogue. Invite some pairs to perform their dialogues for the class.

Exercise 10

• Play the video for students to watch and interact with. v Interactive video Kit’s travels: Unit 4 Episode 4: Kit discovers chips and ketchup. Nathan helps him buy some new clothes. • Duration: 7.45 minutes • Topic: Visiting a cafe and a clothes shop. • Task: ‘Your turn’ – ask for a refund. Interactive – choose something in a shop. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice Students can work in pairs or small groups to practise the dialogue on the iPack.

Further practice Functional language, Vocabulary reference, Workbook page 133 Pronunciation, Student’s Book page 133 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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4.5 Writing a formal letter of invitation

Exercise 4

Aims

•

• Read a model letter of invitation. • Learn to use and, but, because (of ) and due to correctly. • Write a formal letter of invitation.

7 4

Develop competence in linguistic communication. Develop sense of initiative and entrepreneurship competence.

Model text • Read through the questions with the class and make sure

•

correcting the mistakes. Check answers with the class.

ANSWERS

1 2 3 4

Due to money problems, the club will close down. I’d love to come shopping, but I’m broke. We aren’t going out today because of / due to the weather. She’s working hard and / because she’s saving her money for a holiday. 5 We’re holding an event because we’re raising money for charity. v Language practice • Interactive task to practise and, but, because (of) and due to.

Exercise 1

•

• Ask students to rewrite the sentences in their notebooks,

students understand them all. Ask students to read the model text and write the answers to the questions in their notebooks. Check answers with the class.

Optional activities

• Write the following headings on the board. Ask students to look at the model text again and match the headings to the paragraphs: a Why you should come to the event b What the event is c How to get there d Cost, time and place of the event Check answers, and then ask: Which paragraph asks for a reply? (paragraph 4)

ANSWERS

1 Her class is having an art show to raise money for charity. 2 There’s going to be music at the show. 3 They have booked a shuttle bus because there are parking restrictions in the town centre, so they are asking people not to drive.

ANSWERS

Exercise 2

• Focus students’ attention on functions 1–3. Ask students to •

read the highlighted sentences in the letter and match them to the correct functions. Check answers with the class.

ANSWERS

1 The final year students are holding the event. 2 We think you will enjoy this informal event. 3 The school orchestra is also going to play.

Look at language – and, but, because (of) and due to Exercise 3

• Ask students to find examples of the words in the model text. • • •

Make sure they understand the words in context. Ask students to copy the rules carefully into their notebooks and choose the correct answers to complete them. Check answers with the class. Encourage students to copy some of the example sentences in the model text into their notebooks, or to write their own example sentences to help them remember the language points.

ANSWERS

1 but 2 and 5 because

3 reason for 4 noun or pronoun

a 4th paragraph b 1st paragraph c 3rd paragraph d 2nd paragraph • Ask students to read the model text again and find useful formal phrases for the following: 1 starting the letter 2 giving the reason for writing 3 asking someone to write back 4 ending the letter Check answers, and encourage students to use these phrases when they write their own formal letters of invitation. ANSWERS

1 2 3 4

Dear Mrs Davidson I am writing to invite you to … Please respond to me on … I look forward to hearing from you. / Best wishes,

Writing task v Writing preparation • Interactive task to order a letter of invitation.

Exercise 5

• Tell students they are going to write a formal letter of invitation. Invite a student to read the two situations aloud. These notes continue on page T57.

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The following notes refer to material on Student’s Book page 56.

• Brainstorm some ideas about what each event might be like, • • • •

e.g. where it is, who will be there, what entertainment there will be, etc. Go through the paragraph plan and make sure students understand that they must structure their letters in this way. Ask students to write their letters. If they do this in class, go round giving help and encouragement. Remind them to use and, but, because (of ) and due to correctly. Invite some students to read their letters to the class. Their classmates can listen and ask more questions about the event. Alternatively, students could work in pairs to read their partner’s letter. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used the target language correctly.

v Writing extension • A task to write a response to Freya’s letter.

Further practice Writing, Workbook page 37

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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. 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 (Money and Verbs and prepositions of movement).

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Exercise 4

Review Reading

•

Exercise 1

• Tell students they are going to read a text about two lottery • •

winners. Focus their attention on the photo and ask: What do you think she will do with the money? Elicit a few ideas. Ask students to read the text and write the correct words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5

won earns is going to pay for spend

6 7 8 9 10

isn’t going to annoyed save prize money pleased

•

Speaking Exercise 5

• Read the task with the class. Then invite two students to read •

in their notebooks. Check answers with the class. Ask: Why do Ron and Jean want to continue working? Try to explain their reasons.

• •

ANSWERS

1 The main difference between Ron and Jean and most lottery winners is that Ron and Jean aren’t going to stop working. 2 Ron isn’t going to stop working because he feels that the old people he looks after still need him. 3 He’s going to go on holiday to Indonesia and to the next World Cup. 4 Ron is going to spend some of his money on a Christmas celebration for the old people. 5 Jean’s children want her to leave her job at the supermarket. 6 She’s going to save some of her money for her grandchildren.

•

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Audio script pT139

Exercise 6

• Invite a student to read the task and the questions aloud.

•

• Focus students’ attention on the pictures in turn and ask: • • •

What’s he doing? Elicit correct phrases for each picture. Play the recording for students to listen and write the numbers of the pictures in the order they hear them. Remind them to write in their notebooks. Play the recording again if necessary for students to check and complete their answers. Check answers with the class.

the example answers aloud. Allow students time to think about their plans. Remind them they can make notes, but they shouldn’t write full sentences. Divide the class into pairs to ask and answer questions about their plans. Monitor and help while they are working and note down any common errors to feed back on at the end. Conduct class feedback. Invite some students to tell the class about their partner’s plans.

Writing

•

Listening

sure that they understand everything. Play the recording again for students to listen and complete the sentences in their notebooks. Pause the recording as necessary to allow them time to write. Check answers with the class.

ANSWERS

• Ask students to read the text again and answer the questions

Exercise 3

Audio script pT139

1 He’s going to crawl along the wall because it will be safer. 2 He won’t fall because he’s very good at this. 3 It’ll be easier to jump from one building to another if he runs really fast. 4 The whole course will take about fifteen minutes. 5 It’ll take him about ten minutes to climb up the bridge.

Exercise 2

•

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• Allow students time to read the sentence beginnings. Make

•

Elicit or point out that the questions ask about both plans and predictions. Ask students to make notes of their answers to the questions in their notebooks. Read out the example beginning of the article. Ask students to write their articles in their notebooks. Monitor and help as necessary. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to read their articles to the class.

Further practice Review, Workbook pages 38–39 Unit 4 Tests, Tests and Resources Multi-ROM

ANSWERS

A 3

B 1

C 4

D 6

E 2

F 5

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Young and old Unit summary

Warm-up

Vocabulary

Aims

Vocabulary (practised and tested in 1–3 star tasks and tests) Life stages: baby, buy a house, child, elderly, get a job, get married, go to university, have a boyfriend / girlfriend, have children, learn to drive, leave home, middle-aged, move house, retire, teenager, toddler, young adult Verbs: lifestyle: cook a healthy meal, do well at, feel worried, go on a school trip, have a lie-in, have a sleepover with friends, help someone, invite your friends over, make new friends, share a room (with), spend money on, spend time (with), study hard, sunbathe, take up a new sport, text your friends Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) easily (adv), eventually (adv), fluently (adv), fortunately (adv), properly (adv) unenjoyable (adj), unhappy (adj), unhealthy (adj), unimportant (adj), uninteresting (adj), untidy (adj) audition (n), comedian (n), finalist (n), judge (n), variety show (n)

• Learn vocabulary to describe abilities. • Express different opinions.

Grammar

Exercise 2

can, can’t, could, couldn’t Comparative and superlative adverbs allow somebody to / be allowed to less … than, the least, (not) as … as

• Use the photos to teach the words chess and wakeboard. • Ask students to read the facts and match them to the photos. • Check answers with the class. Ask students which person’s

5

Exercise 1

• With books closed, briefly review numbers. Write a series of

• • •

T59

random numbers from 1-100 on the board. Point to each number in turn and ask different students to say which number it is. Continue until students are confident saying numbers. Ask: Who’s the oldest person you know? How old are they? At what age do you think people become old? Elicit answers. Focus students’ attention on the photos. Ask them to work in pairs and discuss how old each person is. Check answers, and ask students whose age they find most surprising.

ANSWERS

A 5

B 42

C 8

D 71

E 13

abilities are the most impressive. Discuss the question with the class. Encourage students to express their opinions and give reasons for their answers.

Functional language Asking for opinions (practised and tested in 1–3 star tasks and tests) What do / did you think of … ? How do / did you feel about … ? Do(n’t) you like … ? Expressing opinions Personally, I (don’t) think … . To be honest, I don’t / didn’t think much of … . In my opinion, … . Making comparisons He’s (not) as … as … . It’s / They’re (much) less … than … . She’s the least … . Agreeing / Disagreeing You’re absolutely right. That’s a good point. (I’m afraid) I don’t agree (with you).

Develop social and civic competence.

ANSWERS

1 2 3 4 5

E, Hou Yifan A, Wolfgang Amadeus Mozart C, Zahra Kell B, Albert Einstein D, Hiroshi Hoketsu

Optional activity In pairs, ask students to think of two more people who have impressive abilities. Set a time limit. Put pairs together into groups of four to compare their ideas and agree which person has the most impressive abilities. Ask groups to tell the class which person they chose and why.

Exercise 3

• Play the video for students to watch. v Video: Eliza Rebeiro • Duration: 2.46 minutes • Topic: A young volunteer and campaigner. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

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5.1 She could play the piano when she was two. Vocabulary and Reading Aims

• Learn vocabulary for life stages. • Read and listen to a text about people with amazing abilities. • Understand new vocabulary in context.

5 3

Develop social and civic competence. Develop competence in cultural awareness and expression.

v Vocabulary presentation • Interactive task to present the vocabulary with pictures, definitions and audio. v Vocabulary practice

• 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

• With books closed, ask students how old they are now. Ask: Do you have more freedom now? What things can you do now that you couldn’t do three years ago? What are the things you can’t do because you’re still too young? Discuss ideas as a class.

Exercise 1

• Ask students to copy the words into their notebooks and number them in order. Check answers and practise pronunciation of the words.

ANSWERS

1 baby 2 toddler 3 child 4 teenager 6 middle-aged 7 elderly

Exercise 3

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• Read the three possible titles aloud and check understanding. • Play the recording for students to read and listen to the text. • Ask students which title they think is most suitable and why. ANSWER

2 Inspirational lives

Exercise 4

Warm-up

•

SUGGESTED ANSWERS

You usually buy a house when you’re a young adult. You usually get a job when you’re a young adult or a teenager. You usually get married when you’re a young adult. You usually go to university when you’re a teenager. You usually have a boyfriend/girlfriend when you’re a teenager. You usually have children when you’re a young adult. You usually learn to drive when you’re a teenager. You usually leave home when you’re a teenager or young adult. You usually move house when you’re a young adult, middleaged or elderly. You usually retire when you’re elderly.

5 young adult

Culture note Becoming an adult in Britain Young people in Britain can leave school when they are sixteen, although they must stay in some kind of education or training until they are eighteen. Teenagers can have a part-time job from the age of thirteen, but are only allowed to work a maximum of twelve hours per week during school time and 25 hours per week in school holidays. They can work full-time from the age of sixteen. Young people can learn to drive when they are seventeen, and vote in elections when they are eighteen. At the age of eighteen they become fully independent adults. Teenagers can get married at sixteen with their parents’ consent, otherwise they must wait until they are eighteen.

• Ask students to read the text again and write the name of the correct person for each sentence.

• Check answers with the class. ANSWERS

1 Akrit Jaswal 2 Fauja Singh 3 Max Rojos 5 Alma Deutscher 6 Alma Deutscher

4 Akrit Jaswal

v Reading extension • A short reading comprehension on the blog posts about the inspirational people.

Exercise 5

• Draw students’ attention to the highlighted adverbs in the text. • With a weaker group, elicit the meaning of each adverb. • Go through the first sentence as an example and ask students •

to rewrite the sentences in their notebooks. Check answers with the class.

ANSWERS

1 properly 2 fluently 3 easily 5 Fortunately

4 eventually

v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Ask students which of the people in the texts they think is most inspirational and why. Discuss the question as a class.

Further practice Exercise 2

• Read the phrases and the example aloud. • Have students write sentences about the other activities. • Check answers with the class.

Language summary, Student’s Book page 69 Vocabulary, Workbook page 40 Vocabulary reference, Workbook pages 102–103 Vocabulary worksheets, Tests and Resources Multi-ROM

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Grammar – can, can’t, could, couldn’t

• Teach the word calligraphy (etymology: from Greek ‘kallos’

Aims

• Learn the use of can, can’t, could and couldn’t for present and past ability and permission. • Complete sentences and texts with can, can’t, could and couldn’t. 3 Develop competence in cultural awareness and expression. 7 Develop competence in linguistic communication. v Grammar animation • Presentation of can, can’t, could and couldn’t in context.

Exercise 6

• Read A–D with the class and check that students understand ability and permission.

• Read the first sentence aloud and elicit which meaning, A–D, • •

it matches. Ask students to read the remaining sentences and match them to A–D. Check answers with the class, and make sure that students understand all of the sentences.

ANSWERS

1 A

2 C

3 B

4 D

v Grammar practice • 1–3 star tasks to practise can, can’t, could, couldn’t. Also available on the Tests and Resources Multi-ROM.

• •

•

• Ask students to read the rules and choose the correct options.

ANSWERS

1 2 3 4 5

With a weaker group, do this exercise with the whole class. Check answers with the class, and check that students understand everything.

Aims

• Practise using can, can’t, could and couldn’t. • Talk about abilities in the present and past.

3 7 2

that they understand everything.

• Ask two confident students to read the example questions •

Exercise 8

• Ask students to read the dialogues and write the correct word for each gap in their notebooks. Check answers with the class, and then discuss the questions with the class.

ANSWERS

1 2 3 4

1 1 1 1

Could Could Can Can

2 2 2 2

could 3 could couldn’t can’t can’t

permission A, C ability B, D present C, D past A, B

T61

Develop competence in cultural awareness and expression. Develop competence in linguistic communication. Develop competence in learning to learn.

Exercise 10

•

1 same 2 never 3 never

A B C D

could couldn’t could can can’t

Language in action

ANSWERS

•

= beauty and ‘grapho’ = write). Ask students to read the text quickly, ignoring the gaps. Elicit what they learned about Chao Mu-ho. Explain that students must complete each gap with can, can’t, could or couldn’t. Do one or two examples with the class if necessary. Ask students to write the answers in their notebooks. Check answers with the class.

• Read through the ideas in the box with the class. Make sure

Exercise 7

•

Exercise 9

4 couldn’t

• •

and answers aloud. Point out the word order in the questions with can and could. Elicit one or two more example questions and answers from the class. Divide the class into pairs and ask them to ask and answer questions using the ideas in the box. Encourage them to note down things they learn about their partner. Monitor while students are working, and note any repeated errors in the use of can, can’t, could and couldn’t to feed back on at the end. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to tell the class what they learned about their partner.

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 She gets up earlier than me.

ANSWER

Friends and family and a healthy diet.

Vocabulary and Listening

Exercise 3

Aims

• Allow students time to read through the sentences and the

• Listen to a radio programme about a survey. • Listen carefully to complete sentences with the correct

•

information. • Learn verb phrases to describe lifestyle. • Learn how to use negative prefixes with adjectives. 7 Develop competence in linguistic communication. 5 Develop social and civic competence. v Vocabulary presentation • Interactive task to present the vocabulary with pictures, definitions and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

• Focus on each photo in turn and ask students what the •

teenagers are doing and who they are with. Ask students which of these activities make them feel happy and why. Ask what other things make them happy. Encourage as many students as possible to join in and express their opinions.

Exercise 1

• Read through the quiz with the class and make sure that • • • •

students understand everything. Model pronunciation of the phrases in bold. Point to the box with the scoring system. Check that students understand I don’t mind. Ask students to do the quiz and note down their answers in their notebooks. Divide the class into pairs to compare their answers. Point out the example exchange. Invite several students to compare some of their answers for the whole class to hear.

v Listening preparation • A task to discuss what is important to teenagers.

Did you know?

• Read the Did you know? box with the class. Ask students if they are surprised by this fact or not. Ask if they think that teenagers in their country are generally happy or unhappy, and why.

Exercise 2 $ 2•02 Audio script ppT139–T140

• Ask students which of the things in the quiz they think were

•

the most important to British teenagers. Discuss the question briefly with the class, and encourage students to give reasons for their answers. Play the recording for students to listen and check their answers. Ask if they found any of the answers surprising.

•

$ 2•02

Audio script ppT139–T140

items in the box. Play the recording for them to listen and write the answers in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5 6

Max can’t live without a mobile phone. Max and his friends enjoy doing sports. Emily and her friends enjoy having sleepovers. Emily can’t stand sharing a room. Healthy food is important to Sam. Doing badly at school makes Sam unhappy.

Exercise 4

$ 2•02

Audio script ppT139–T140

• Ask students to write the correct adverb to complete each sentence from the listening.

• Play the recording for them to listen and check. Check that they understand all the adverbs. ANSWERS

1 well 2 healthily 6 late, badly

3 badly

4 hard 5 happily

Exercise 5

• Read out the example sentence and elicit which word is the • •

adverb (late). Elicit one or two more sentences from the class. Ask students to write sentences using the adverbs in exercise 4. Invite some students to read their sentences to the class. Encourage students to correct any errors. Ask: How do you feel when … ?

Exercise 6

• Read through the adjectives with the class and check that •

they understand them all. Write one or two of the adjectives on the board with the prefix un added. Ask: How does the meaning change? Elicit the answer.

ANSWER

It becomes negative. / It means the opposite. v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Ask students to write three sentences about themselves, using some of the negative adjectives from exercise 6. Invite some students to read their sentences to the class. Ask other students: Do you agree? Why? / Why not?

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

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Grammar – Comparative and superlative adverbs

Exercise 10

• Read through the adjectives in brackets and check that

Aims

• Learn how to use comparative and superlative adverbs. • Practise using comparative and superlative adverbs.

7

•

Develop competence in linguistic communication.

v Grammar animation • Presentation of comparative and superlative adverbs in context.

• •

Exercise 7

• Read through the table with the class. Check that students understand the terms comparative and superlative.

• Ask students to copy the table carefully into their notebooks, •

and complete it with the correct words. Check answers with the class. Point out that we use than in comparative sentences, and point out the use of the before superlative forms.

ANSWERS

1 2 3 4 5 6 7 8 9 10

more most fluently (hard)er early (earli)est (late)r well best worse than

ANSWERS

1 2 3 4 5 6 7 8

better faster more beautifully more easily the worst the loudest better the best

Language in action Aims

• Compare yourself with family and friends using comparative and superlative adverbs. 7 Develop competence in linguistic communication. 5 Develop social and civic competence.

Exercise 8

• Ask students to read the rules and choose the correct options. •

students understand them all. With a weaker group, elicit the adverb formed from each adjective. Ask students to write the correct comparative and superlative forms in their notebooks. Point out that some of the adverbs are irregular. Ask them to identify which these are (good and bad). Remind students that for each adverb they should think about whether it is comparing two people (a comparative form) or three people (a superlative form). Check answers with the class. Make sure that students understand why each answer is comparative or superlative by eliciting who is being compared each time.

Alternatively, read the rules aloud and elicit the correct options. Make sure that students understand everything. Ask them to copy the completed rules into their notebooks.

ANSWERS

Exercise 11

• Invite a student to read out the two example sentences. Elicit one or two more sentences from the class.

• Ask students to write three or four sentences in their •

1 adjectives 2 adverbs 3 usually v Grammar practice • 1–3 star tasks to practise comparative and superlative adverbs. Also available on the Tests and Resources Multi-ROM.

Exercise 9

notebooks. Invite some students to read their sentences to the class. Conduct class feedback, praising good use of the target language and correcting any errors.

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

• Ask students to read the sentences and write the correct •

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

ANSWERS

1 2 3 4

more quickly harder the worst the best

T63

5 fastest 6 the most aggressively 7 more nervously

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5.3 Around the world

Culture note The Royal Variety Show The Royal Variety Show is an annual show which takes place at a different theatre each year. The vast majority of the shows have taken place in London. Popular singers, comedians, dancers and other performers perform in front of an audience which includes a senior member of the royal family. The profits from the event go to charity. In recent years, the performers have included the winners of TV talent shows.

Reading, Speaking and Vocabulary Aims

• • • • •

Read a text about a popular British talent show. Find specific information in the text. Understand new vocabulary in context. Learn and practise using be allowed to. Discuss and write about talent shows. 3 Develop competence in cultural awareness and expression. 7 Develop competence in linguistic competence.

Warm-up

• Draw attention to the map, and ask students what they know

•

about Britain and the United Kingdom. Elicit the names of the countries of the United Kingdom and the capital of each country. (See culture note below.) Ask: Who rules the United Kingdom? Elicit that there is an elected parliament, and also a monarchy.

v Reading preparation • A task to pre-teach vocabulary from the article and introduce students to the topic.

Exercise 1

• Focus on the photos and teach the words talent and talent •

show. Explain that Britain’s Got Talent is a popular TV talent show in Britain. Read out the question and elicit a few possible answers.

Culture note Britain and the United Kingdom The United Kingdom is made up of England, Scotland, Wales and Northern Ireland. Eire, or the Republic of Ireland, is an independent country. ‘Britain’ technically refers just to the island of Great Britain (England, Scotland and Wales), whereas ‘The United Kingdom’ refers to Britain and Northern Ireland together. In practice, however, the terms Britain, Great Britain and the United Kingdom are often used interchangeably. Scotland, Wales and Northern Ireland all have their own parliaments which are responsible for things related specifically to those countries. Their capital cities are Edinburgh (Scotland), Cardiff (Wales) and Belfast (Northern Ireland). Defence and most tax matters are handled by the UK parliament at Westminster, in London. London is the capital city of both England and the UK.

Culture note TV Talent Shows in Britain Talent shows such as Britain’s Got Talent are extremely popular in Britain. Other popular shows include X Factor and The Voice, which are just for singers. Celebrity talent shows such as Strictly Come Dancing (in which celebrities learn to dance) are also very popular.

Exercise 2

$ 2•03

• Play the recording for students to read and listen and check their answers to exercise 1. ANSWER

The winner of Britain’s Got Talent gets prize money and the chance to perform with famous stars at the Royal Variety Show.

Did you know?

• Read the Did you know? box with the class. Ask: Are there similar shows in your country. Do you watch them? Why? / Why not?

Exercise 3

• Read the first sentence aloud, and ask students to read the first paragraph of the text to find a sentence with a similar meaning.

• Check the answer. Then ask students to read the rest of the sentences and note down sentences in the text which show that they are true. Check answers with the class. ANSWERS

1 Millions of people love it, but many others think it’s the worst show on TV. 2 Variety shows in Britain have a long history. 3 Today, people enjoy watching untalented people at auditions just as much as the best performances! 4 They can be old or young. 5 But the judges allowed her to try again. 6 When they won in 2012, it changed their lives. v Reading extension • A short comprehension task on an article about Britain’s Got Talent winners Attraction.

Exercise 4

• Draw attention to the highlighted words. With a weaker •

group, make sure that students understand the words. Ask students to write the correct words to complete the text in their notebooks. Check answers with the class.

ANSWERS

1 comedian

2 auditions

3 variety

4 judges

5 finalists

v Vocabulary practice • Interactive task to practise the vocabulary.

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Exercise 5 Language point

• Read through the rules and examples in the Language point • •

box with the class. Elicit the correct answers. Point out that allow is always followed by to + infinitive. Explain that it can be used in different tenses, e.g. We are allowed to … , We were allowed to … . Students could write their own example sentences to help them remember the point.

ANSWERS

When we talk about permission, we can use ‘allow somebody to’ or ‘be allowed to’. The judges allowed her to try again. / She was allowed to try again. = ‘You can try again.’

Exercise 6

v Culture video: vInspired • Duration: 3.20 minutes • Topic: A youth volunteering charity. • Video worksheets to accompany this video are available on the iPack Resources tab.

Focus on … Literature and the Arts • Read the question to the class. Elicit a few ideas, but don’t confirm the answer at this stage.

• Ask students to do the CLIL extension on page 127. Further practice Reading, Workbook page 44 Vocabulary reference, Workbook pages 102–103 CLIL worksheet Unit 5, Tests and Resources Multi-ROM

• Ask students to read the sentences and write the correct •

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

ANSWERS

1 2 3 4

am allowed doesn’t allow weren’t allowed allowed

v Language practice • Interactive task to practise the language point.

Language in action Aims

• Talk about talent shows. • Practise using allow and be allowed to. • Write sentences about a talent show.

7 5 3

Develop competence in linguistic communication. Develop social and civic competence. Develop competence in cultural awareness and expression.

Exercise 7

• Allow students time to read the questions and think about • •

their answers from the class. Students can discuss the questions in pairs then report back to the class on what they agreed and disagreed about. Alternatively, ask the questions to the whole class and hold a class discussion. Encourage as many students as possible to give their opinions and agree and disagree with each other.

Exercise 8

• Ask a confident student to read the example sentences aloud. Elicit one or two more examples from the class.

• Conduct class feedback, praising good use of the target •

language and correcting any errors. Invite students to write their sentences in their notebooks. Monitor and help as necessary. Ask some students to read their sentences to the class. Ask other students: Do you agree? Why / Why not?

T65

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5.4 Practical English Listening and Speaking Aims

Exercise 3

•

• Listen to people discussing a talent show and answer questions. • Learn functional language for asking for opinions, expressing

•

opinions, making comparisons and agreeing and disagreeing. 4 Develop sense of initiative and entrepreneurship competence. 7 Develop competence in linguistic communication.

•

• With books closed, ask students what vocabulary they can remember to do with talent shows. Divide the class into pairs and give them one minute to brainstorm ideas. Bring students’ ideas together on the board. Include words such as judge, performer, act, audience, vote, finalist and prize.

Exercise 1

$ 2•04

Audio script pT140

• Tell students they are going to listen to a recording, in several •

parts, of a talent show. Read the question to the class. Play the recording for students to listen and answer the question in their notebooks.

is usually the highest score. Ask students to copy the table into their notebooks leaving space for the rest of the information. Play the recording for students to listen and note down the numbers of stars each person gives to each performer. Check answers with the class. Play the recording again if necessary. Beth

Joel

Footsteps

4 stars

3 stars

The Dulcets

2 stars

5 stars

Nora

5 stars

4 stars

Fred and Dee

4 stars

1 star

Exercise 4

•

ANSWERS

• Check that students understand duo. • Ask students to read the fact files and find the names. You

Exercise 5

•

could set a time limit for this exercise, or do it as a race, to make it more fun. Check answers with the class.

ANSWERS

1 2 3 4 5

Footsteps Fred and Dee Nora Ben The Dulcets

Audio script pT140

recording for them to listen and check. Make sure that students understand all the extracts.

Exercise 2

You are the judge!

$ 2•05

• Give students time to read and match the extracts. Play the

1 2 3 4

ANSWERS

Audio script pT140

ANSWERS

Warm-up

•

$ 2•05

• Check that students understand stars. Point out that five stars

D B C A $ 2•06

Audio script pT140

• Ask the question to the class and see if students can work it •

out from memory. Play the recording again for them to listen and check.

ANSWERS

Beth – Nora B Joel – The Dulcets

Optional activity Divide the class into pairs or small groups. Ask them to discuss the four finalists and agree which one they would most like to go and watch. Invite some pairs or groups to tell the class what they decided and why. v Listening preparation

• Interactive task to practise stress patterns.

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Exercise 6 $ 2•07

• 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 by writing the questions on the board. Drill pronunciation of the questions, focusing on the intonation.

ANSWERS

1 2 3 4

What do you think of jazz? How do you feel about folk music? Who’s your favourite band? Why do you like them?

Exercise 7

$ 2•08

Say it!

• Focus students’ attention on the Say it! box. Ask students what • • •

they think the linking symbols indicate. Explain that these show where words are linked in speech. Play the recording for students to listen. Ask what they notice about the words ‘do you’. Play the recording again for students to repeat. There are follow-up exercises for further practice on page 133.

To compare things that are different, we can say: Footsteps are less talented than The Dulcets. Footsteps aren’t as talented as the Dulcets. The child is the least talented performer. v Language practice • Interactive task to practise the language point.

Language in action Aims

• Compare performers. • Practise asking for opinions, expressing opinions, making comparisons and agreeing and disagreeing. 7 Develop competence in linguistic communication. 5 Develop social and civic competence. 1 Develop digital competence. v Speaking preparation • Interactive task to complete a dialogue.

Exercise 10

• Draw attention to the language in the Functional language •

ANSWERS

They sound like they’re one word.

Exercise 8

$ 2•09

• Allow students time to read through the dialogue. • Play the recording, pausing as necessary for students to listen •

and write the missing words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6 7 8

To be honest, I didn’t think much of them. No, not much. less energetic They weren’t as good as I don’t agree. Personally, I don’t think That’s a good point. How did you feel about

Exercise 9 Language point

• Read through the rules and examples in the Language point box with the class. Elicit the correct answers.

• Point out the relationship between less / least and more / most

•

by writing on the board: The Dulcets are more talented than Fred and Dee. Elicit a sentence with the same meaning using less: Fred and Dee are less talented than The Dulcets. Students could write their own example sentences about performers they know, to help them remember the point.

ANSWERS

To compare things that are the same, we can say: The Dulcets are as talented as Nora.

T67

• • •

box. Make sure students understand everything. Demonstrate the activity with a confident student. Ask their opinion about a popular performer. When they give their opinion, respond by agreeing or disagreeing and making a comparison. Encourage the student to give their opinion. Divide the class into pairs. Ask them to choose two performers and compare them. Monitor and help while students are working. Invite some students to perform their dialogue for the class.

Exercise 11

• Play the video for students to watch and interact with. v Interactive video Kit’s travels: Unit 5 Episode 5: Nathan, Poppy and You discuss Kit’s story about time travel. Kit plays badminton. • Duration: 5.39 minutes • Topic: Discussing and giving opinions. • Task: ‘Your turn’ – ask and give your opinion. Interactive – a quiz about Elizabethan England. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice

• Students can work in pairs or small groups to practise the dialogue on the iPack.

Further practice Functional language, Vocabulary reference, Workbook page 102 Pronunciation, Student’s Book page 133 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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5.5 Writing a comparison review

• Check answers with the class and point out that the adverbs of degree can be used with adjectives (quite easy) or adverbs (quite easily).

Aims

• Read a model review of three game apps. • Learn to use adverbs of degree. • Write a review comparing three things.

7 1 4

Develop competence in linguistic communication. Develop digital competence. Develop sense of initiative and entrepreneurship competence.

Model text Exercise 1

• Focus students’ attention on the icons of the three apps. Ask •

students to read the details of the apps, and then ask: Which do you think sounds the best? Why? Read out the question, and then ask students to read the review to find the answer.

ANSWERS

Escape.

Exercise 2

• Ask students to read the review again and decide which •

sentence is true for all three games. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

4

ANSWERS

It’s extremely exciting … It’s really enjoyable … They all work very well … / the characters are very funny … … you can find the treasure quite easily … The storyline isn’t very interesting …

Exercise 4

• Focus students’ attention on the table. Ask: Which tablet is • • •

ANSWERS

1 Tablet 1 is extremely fast. It is really light, and it is very expensive. 2 Tablet 2 is very fast. It is quite light, and it is not very expensive. v Language practice • Interactive task to complete a text about Stradivarius violins.

Writing task v Writing preparation • Interactive task to categorize adjectives.

Optional activity

Exercise 5

Ask students to read the review again and answer the questions: 1 Which paragraph summarizes the most important points the writer makes? 2 Which paragraph gives mostly facts about the game apps? 3 Which paragraph gives mostly the writer’s opinion? Discuss answers with the class.

• Tell students they are going to write a review comparing three

ANSWERS

1 paragraph 3 2 paragraph 1 3 paragraph 2

• • • •

Look at language – Adverbs of degree Exercise 3

• Read the sentences aloud and model the pronunciation

•

faster? Which is more expensive? Elicit the first answer (extremely fast) from the class. Point out that the stars in the table relate to the stars in exercise 3. Ask students to write the sentences in their notebooks. Check answers with the class.

and intonation. Point to the stars and make sure students understand that these refer to the strength of meaning of the adverbs. Ask students to find another example of each adverb in the first paragraph of the review. Encourage students to write the examples in their notebooks.

•

things or people. Read the task aloud. Point out that students can choose the kinds of things or people to review. You could brainstorm some ideas with the class if necessary. Go through the paragraph plan and make sure students understand that they must structure their review in this way. Ask students to write their reviews. If they do this in class, go round giving help and encouragement. Remind them to use adverbs of degree in their texts. Invite some students to read their reviews to the class. Their classmates can say whether they agree with the review. Alternatively, students could work in pairs to read their partner’s review. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used the target language correctly. Finally, encourage them to say whether they agree with the review.

Further practice Writing, Workbook page 45

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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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. Make sure your students use the extensive course material provided. This includes: • Student’s Book: – Unit 5 Review, page 68 • 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 (Life stages and Verbs: lifestyle).

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Review

Nick

Reading

Musical ability:

Exercise 1

Sports skills:

Now

He could play the guitar.

• Focus students’ attention on the photos, and read the title of • •

the text aloud. Ask: What do you think is surprising about the people? Elicit a few ideas. Ask students to read the text and decide what is missing in each space. Ask them to write the answers 1–12 in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

In the past

He plays tennis, football and basketball and he goes sailing.

Languages: Other skills:

He could skate.

He could speak Mandarin. He can do funny tricks. He can hop on one leg and sing the alphabet backwards.

Exercise 4

ANSWERS

1 can 2 child 3 could 4 spent time 5 make new friends 6 can’t 7 do well at 8 could 9 married 10 had children 11 elderly 12 could

• Ask students to look at their answers in pairs and agree who

Exercise 2

Exercise 5

• Ask students to read the text again and decide if the sentences

• Ask students to write the correct names in their notebooks. • Play the recording again for students to check their answers.

are true or false. Remind them to correct the false sentences.

• Check answers with the class. True. False. He couldn’t speak Dutch before he went to Holland. False. Einstein didn’t do well at Maths at school. True. False. She was very energetic when she was old. False. She could still ride a bike when she was 100.

Audio script ppT140–T141

• • • •

3 Nick

4 Nick 5 Lucy

• Elicit some possible questions to ask about the past, e.g. Could

•

• Ask students to read the advertisement. Make sure that they •

2 Lucy

Exercise 6

• $ 2•10

Audio script ppT140–T141

Speaking

Listening Exercise 3

$ 2•10

ANSWERS

1 Nick

ANSWERS

1 2 3 4 5 6

•

would be the best person for the job. Invite pairs in turn to tell the class who they chose and why.

you play the piano when you were younger? Divide the class into pairs to ask and answer questions. Tell students to note down things that they learn about their partner. Invite students to share some information about their partner.

Optional activity

understand everything. Read through the table with the class and check that students understand what they have to do. Ask students to copy the table twice into their notebooks, once for Lucy and once for Nick. Play the recording for students to listen and make notes. Play the recording again if necessary for students to check and complete their answers. Check answers with the class.

Ask students to copy the table from exercise 3 onto a piece of paper. They then ask a new partner questions about their abilities and complete the table, without including their partner’s name on the table. Collect in the tables, and then distribute them around the class. Invite students in turn to tell the class about the person whose information they now have, e.g. This person could play the piano in the past. Elicit who is being described.

Writing

ANSWERS

Lucy

Now

In the past

Exercise 7

Musical ability:

She can play the piano She could play quite well. She can play the the violin very violin but not very well. well.

• Read the example sentences aloud. Encourage students to

Sports skills:

She can’t play any sports.

•

Languages:

She can speak German.

Other skills:

She can make friends easily.

write sentences about themselves in their notebooks. Monitor and help as necessary. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to read their sentences to the class.

Further practice Review, Workbook pages 46–47 Unit 5 Tests, Tests and Resources Multi-ROM

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Work and play Unit summary

Exercise 1

• Model the pronunciation of the jobs in the box. Focus

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Jobs: astronomer, events organizer, fashion buyer, film producer, firefighter, florist, journalist, pilot, radio DJ, sales assistant, veterinary nurse, yoga instructor Holidays: be ill, book a hotel / hostel / B and B, buy souvenirs, explore a new place, forget your passport, get sunburned, go abroad, have an accident, hire a car, lose your suitcase, meet new people, miss a flight, send a postcard Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) apply (v), career (n), charity (n), office (n), work experience (n) cabin crew (n), check in (v), delayed (adj), long-haul (adj), on my way cure (n), hunters (n), poison (n), tracks (n), tribe (n) Learn it!: been, gone; the cure, a priest

•

•

to find a word in the crossword which matches it (stars). Divide the class into pairs to match the remaining jobs to the words in the crossword. Point out that some jobs can relate to more than one word. Tell students they can use their dictionaries to help. You could do this as a race, to motivate students. Check answers with the class.

SUGGESTED ANSWERS

Present perfect Present perfect: ever and never there has / have been

astronomer – stars events organizer – parties, music fashion buyer – clothes, shopping film producer – movies firefighter – rescue florist – flowers journalist – newspaper pilot – plane radio DJ – music, parties sales assistant – shopping veterinary nurse – animals, health yoga instructor – health

Functional language

Exercise 2

Talking in an interview (practised and tested in 1–3 star tasks and tests) Why do you want to apply for this job? Have you ever worked as a … ? Have you got any experience of … ? Do you know how to … ? Are you able to … ? Are you interested in … ? I’m able to … I’m good at … I’ve done a bit of / a lot of … I’m a calm / energetic / positive / relaxed person.

• Read through the questions with the class. Ask students to

Grammar

Warm-up Aims

• Learn vocabulary for jobs. • Talk about jobs.

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attention on the photos. Elicit which jobs they show.

• Read out the first job in the box (astronomer) and ask students

Develop social and civic competence. Develop competence in linguistic communication.

• •

answer the questions in their notebooks. Encourage them to give reasons for their answers to questions 2 and 3. Divide the class into pairs to ask and answer the questions. Monitor and help as students are working. Invite some students to tell the class something they learned about their partner.

Optional activity Play a game of Twenty Questions. Think of a job and invite students to ask you yes / no questions to guess what it is, e.g. Do you work in a shop? Do this with books closed to make it more challenging. Then divide the class into groups to continue playing. Monitor and help as necessary.

Exercise 3

• Play the video for students to watch. v Video: A New York florist • Duration: 2.18 minutes • Topic: A day in the life of a New York florist. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

Unit 6

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6.1 He has had 52 jobs in a year! Vocabulary and Reading

ANSWER

Sean earned money but he didn’t keep it. He donated it all to charity.

Did you know?

Aims

• Match vocabulary for jobs to job descriptions. • Read and listen to an article about someone who tried 52

• Read the Did you know? box with the class. Ask: How do you think Sean felt at the end of the year? Would you like to live like this for a year? Why? / Why not? Elicit a range of answers.

different jobs in a year. • Answer questions on the text. • Understand new vocabulary in context. 5 Develop social and civic competence. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

• Read the lesson heading and the title of the text aloud, and

• •

ask: Why do you think Sean has had 52 jobs in a year? Elicit that he did each job for only a week but don't confirm any more information. Ask: What jobs would you like to try for a short time? Why? Elicit three jobs they would like to try for a week. Divide the class into pairs to compare their answers and explain why they would like to try them. Invite some students to tell the class about their partner’s choices and reasons.

Exercise 1

• With books closed, challenge students by asking how many of

• •

the jobs from page 71 they can remember. Remind them that there are twelve. Allow students to compare ideas in pairs or small groups until someone can remember all twelve. Ask students to read descriptions 1–10 and match them to ten of the jobs on page 71. Then ask them to write similar descriptions for the other two jobs. Conduct class feedback. Discuss the two new descriptions and, as a class, decide on the best ones.

SUGGESTED ANSWERS

1 a veterinary nurse 2 a pilot 3 a radio DJ 4 an events organizer 5 a yoga instructor 6 a film producer 7 a florist 8 an astronomer 9 a firefighter 10 a fashion buyer Journalists report the news. Sales assistants work in shops.

Exercise 2

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• Read the question aloud and ask: How much do you think Sean • •

Sean Aiken was 25 when he undertook his One Week Job project. During the year, he raised over $20,000 for charity. He now works as a public speaker, giving talks to young people about how to find the right job for them.

Exercise 3

• Ask students to read the article again and decide if the •

Warm-up

•

Culture note

earned? Encourage students to speculate, and then elicit ideas. Play the recording for students to read and listen to the article, and check the answer to the question. Discuss the answer with the class.

sentences are true or false. Ask them to correct the false sentences in their notebooks. Check answers with the class.

ANSWERS

1 True. 2 False. He travelled around the world while he was thinking about his options. 3 True. 4 False. Sean started a blog and found fifty-two jobs. 5 True. 6 False. People have started similar projects in their own countries, too. v Reading extension • A short reading comprehension task on the article.

Exercise 4

• Focus attention on the highlighted words in the article. • Ask students to read the two advertisements quickly, ignoring • •

the gaps, to get the gist of them. Elicit whether each missing word is a verb or a noun, and have students write them in their notebooks. Check answers with the class.

ANSWERS

1 charity

2 work experience

3 apply

4 office 5 career

v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Ask students to imagine they have just tried one of the jobs on page 71 for a week. Ask them to write a blog entry about their experience.

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

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Grammar – Present perfect Aims

• Learn the form and use of the present perfect. • Complete sentences and a text with the present perfect. • Ask and answer questions using the present perfect.

7

Develop competence in linguistic communication.

v Grammar animation • Presentation of the present perfect in context.

Exercise 5

• Read through the table with the class. Elicit the missing forms,

ANSWERS

1 2 3 4 5 6

Catherine and Matthew have taught young children. They haven’t looked after a sick animal. They haven’t rescued someone in danger. Catherine has organized an event. Matthew hasn’t sold things in a shop. Matthew has made things out of metal or wood.

Exercise 8

• Go through the example question and answer with the class. Elicit another question from the class. Ask students to write the questions in their notebooks. Then divide the class into pairs to ask and answer the questions. Monitor while they are working.

• •

and then ask students to copy the table into their notebooks.

• Elicit or point out that we form the present perfect with have • •

•

or has and the past participle of the verb. Point out that for regular verbs the past participle is the same as the past simple form. Read the question aloud and elicit the three irregular verbs (do, fly, find). Point out that with irregular verbs the past participle can be either the same as the past simple form (find / found / found) or different (fly / flew / flown). Remind students about the irregular verb table on page 135 and point out that they need to learn all irregular verb forms.

ANSWERS

1 hasn’t 2 Have

3 have

4 hasn’t

Exercise 6

• Ask students to find some more examples of the present

• • •

perfect in the article on page 72. Elicit and write one or two examples on the board. Tell students they can refer to these to help them choose the correct answers in the rules. Ask students to copy the rules into their notebooks and choose the correct words to complete them. Check answers with the class. Encourage students to copy the examples from the board into their notebooks, or they can write their own example sentences, to help them remember the grammar.

ANSWERS

1 b

2 a

v Grammar practice • 1–3 star tasks to practise the present perfect. Also available on the Tests and Resources Multi-ROM.

Exercise 7

ANSWERS

1 Have Catherine and Matthew taught young children? Yes, they have. 2 Have they looked after a sick animal? No, they haven’t. 3 Have they rescued someone in danger? No, they haven’t. 4 Has Catherine organized an event? Yes, she has. 5 Has Matthew sold things in a shop? No, he hasn’t. 6 Has Matthew made things out of metal or wood? Yes, he has.

Exercise 9

• Ask students to read the three short texts and write the correct verb forms in their notebooks.

• Check answers with the class. ANSWERS

1 has decided 2 has gone 5 has found 6 has loved

Language in action Aims

• Practise using the present perfect. • Ask and answer questions about experiences.

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• • •

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Develop competence in linguistic communication. Develop sense of initiative and entrepreneurship.

Exercise 10

• Go through the example question and answer with the class. Elicit one or two more questions as examples.

• With a weaker group, you could elicit all the questions and •

• Go through the example pointing out the red cross to indicate a negative sentence. With a weaker group, elicit the past participles of the irregular verbs. Ask students to write the sentences in their notebooks. Check answers with the class.

3 has bought 4 has started

•

write the irregular past participles on the board. Set a time limit for students to walk around and ask just one question to different students in turn until, for each question, they find someone who answers ‘yes’. Discuss their findings as a class.

Further practice Language summary, Student’s Book page 81 Grammar, Workbook page 49 Grammar reference, Workbook pages 104–105 Grammar worksheets, Tests and Resources Multi-ROM

Unit 6

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6.2 Have you ever lost your passport? Vocabulary and Listening

• Play the recording for students to listen and number the •

ANSWERS

Caller 1 B

Aims

• • • • •

Learn vocabulary for holiday experiences. Listen to a radio phone-in on holiday experiences. Answer questions on the phone-in. Understand new vocabulary in context. Practise saying weak and strong forms of have / has. 7 Develop competence in linguistic communication. v Vocabulary presentation • Interactive task to present the vocabulary with pictures, definitions and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 3

• With books closed, ask students a variety of questions about holidays, e.g. What things do you like doing on holiday? What things can go wrong when you’re on holiday? Elicit a range of ideas.

• Read through the task and the example answers at the

•

bottom of the phone-in advert. Ask students to make two lists in their notebooks – of things to do and things not to do. Check answers with the class, and make sure that students understand all the vocabulary. Encourage students to add any extra ideas from the Warm-up to their lists.

• •

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Things NOT to do on holiday: be ill forget your passport get sunburned have an accident lose your suitcase miss a flight

Audio script pT141

• Allow students time to read through the questions. Check •

•

Caller 4 C

Audio script pT141

notebooks. Then play the recording for students to listen and complete the sentences. Alternatively, students could complete the sentences from memory, and then listen again to check their answers. Check answers with the class.

ANSWERS

1 hotel 2 sunscreen 3 Paris 6 a storm

4 Delhi

5 souvenirs

Exercise 4

• Allow students time to read through the sentences and focus • •

on the words in blue. Play the recording again if necessary for students to hear the words in context. Ask students to write the answers in their notebooks. Check answers with the class.

ANSWERS

v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Ask students to prepare their own answer to one of the questions in exercise 2. Tell them they can talk about their own experiences, or they can invent an answer. Divide the class into small groups to ask and answer their questions and guess whether their partner’s story is real or invented.

ANSWERS

Things to do on holiday: book a hotel / hostel / B and B buy souvenirs explore a new place go abroad hire a car meet new people send a postcard

Exercise 2

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Caller 3 A

1 large distance 2 going to Paris 3 assistants on the plane 4 give to someone to put on the plane 5 late

Exercise 1

•

Caller 2 E

• Ask students to copy the gapped sentences into their

Warm-up

•

questions in order. Play the recording again if necessary for them to check and complete their answers. Check answers with the class.

they understand storm. Tell students they are going to listen to a radio phone-in show with people answering these questions. Divide the class into pairs and ask them to predict three words they think they will hear in each answer. Discuss students’ ideas as a class. Tell students they will hear only the answers on the recording, and they must work out the missing questions.

Exercise 5 Learn it!

• Read the explanation and the two sentences aloud. Elicit how students would say the sentences in their own language.

• Write on the board: Tom’s gone shopping. / Tom’s been •

shopping. Ask: Which sentence means Tom is back home now? Which sentence means he is at the shops now? Encourage students to copy the example sentences into their notebooks to help them remember the point.

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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Exercise 6

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ANSWERS

Say it!

• Focus students’ attention on the first sentence in the Say it!

• • • • •

box and play the first sentence of the recording. Elicit that has in the question is pronounced with a weak vowel /ə/, but hasn’t in the short answer is pronounced with the strong vowel /æ/. Play the rest of the recording for students to listen carefully as they follow in their books. Pause after each sentence for students to note down their answers. Alternatively, you could ask students to read the remaining sentences and decide whether weak or strong forms are used, and then play the recording for them to listen and check. Check answers with the class, and explain that we always use the strong form of have / has in short answers. Play the recording again for students to listen and repeat. There are follow-up exercises for further practice on page 133.

ANSWERS

Has (weak form) he ever been to Italy? No, he hasn’t (strong form). Have (weak form) you ever lost your passport? No, I haven’t (strong form). Has (weak form) there ever been a bad storm during your flight? Yes, there has (strong form).

1 2 3 4 5

Have you ever ridden, ’ve never ridden ’ve ever had Have you ever been, ’ve never travelled has never flown, ’s ever taken ’ve ever spent

There has / have been Exercise 9

• Read through the example sentences and check •

understanding. Focus attention on the nouns and elicit which are countable, uncountable and plural. Elicit the completed rules and have students copy them into their notebooks.

ANSWERS

1 present perfect 2 countable 3 plural v Language practice • Interactive task to practise there has / have been.

Exercise 10

• Ask students to read the dialogue through quickly, ignoring the gaps, to get the gist of it. Ask: How does Amilia know which hotels are good? (she uses a travel app). Go through the example and ask students to write the answers in their notebooks. Check answers with the class.

Grammar – Present perfect: ever and never

•

Aims

•

• Learn how to use the present perfect with ever and never. • Learn how to use There has / have been. • Complete a dialogue with the correct forms of the present

1 ’ve never bought 2 Have you ever downloaded 3 has never been 4 has been 5 ’ve never used 6 ’ve ever seen

perfect including ever and never and There has / have been. 7 Develop competence in linguistic communication.

Language in action

v Grammar animation • Presentation of the present perfect with ever and never in context.

Exercise 7

• Invite a student to read the example sentences aloud, and • •

make sure that students understand them. Elicit the correct rules and have students write them in their notebooks together with some example sentences. Reinforce the point that we don’t use never with a negative verb: I’ve never been to France, NOT I haven’t never been to France.

Aims

• Write sentences about your own experiences using the present perfect and superlatives. 7 Develop competence in linguistic communication. 3 Develop competence in cultural awareness and expression.

Exercise 11

• Read the example sentence with the class. Elicit one or two more example sentences.

• Ask students to write sentences in their notebooks with their •

ANSWERS

1 at any time up till now 2 affirmative 4 superlatives

ANSWERS

3 ever, never

v Grammar practice • 1–3 star tasks to practise the present perfect with ever and never. Also available on the Tests and Resources Multi-ROM.

Exercise 8

own ideas. Monitor and help while they are working. Conduct class feedback, praising good use of the target language and correcting any errors.

Further practice Language summary, Student’s Book page 81 Pronunciation, Student’s Book page 133 Grammar, Workbook page 51 Grammar reference, Workbook pages 104–105 Grammar worksheets, Tests and Resources Multi-ROM

• Go through the first question and answer as an example. Have students complete the task in their notebooks.

• Check answers with the class. T75

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6.3 Around the world

Exercise 2

• Read the title of the text aloud and ask: What do you think a

Reading and Vocabulary Aims

• • • •

•

snake catcher does? Do you think it’s a dangerous job? Why? / Why not? Elicit a range of answers. Point out the numbered gaps in the text. Then ask students to read the text quickly and decide where A–D fit. Don’t check answers at this stage.

Read a text about snake catchers in India. Answer questions on the text. Study some confusing words. Understand new vocabulary in context. 3 Develop competence in cultural awareness and expression. 7 Develop competence in linguistic communication.

Exercise 3

Warm-up

1 C

• Focus students’ attention on the map of India. Elicit what

Exercise 4

students know about India. Encourage as many students as possible to join in and share their knowledge.

their answers to exercise 2. ANSWERS

Exercise 1

• Invite a student to read the list of jobs aloud. Ask: Which do • • •

you think is the most dangerous? Why? Elicit a range of answers. Ask students to number the jobs from the most dangerous to the least dangerous. Divide the class into pairs to compare their ideas and agree on an order. Put pairs together into groups of four to repeat the process. Invite groups in turn to tell the class the order they agreed on and explain why. See if the class can agree on a final order.

v Reading preparation

• Interactive task to pre-teach vocabulary from the text and introduce students to the  topic.

2 D

3 A

4 B

• Check that students understand venom and antivenom. • Ask students to read the text again and decide if the

Culture note India India is a country in south-east Asia. It is the seventh-largest country by area, has the second largest population (over 1.2 billion people) and is the largest democracy in the world (by population). The capital is New Delhi, and other large cities include Mumbai and Kolkata. Twenty-two languages are spoken in India, with different states recognizing different official languages; the two main official languages are Hindi and English. India was colonized by European countries in the eighteenth century, and remained a British colony until it gained its independence in 1947 following a campaign led by Mohandas (Mahatma) Ghandi. It is now one of the fastestgrowing economies in the world, and in 2014 it successfully placed an unmanned spacecraft in orbit around Mars. India has a very long cultural history, with the foundations of Hindu philosophy, mythology, theology and literature laid in the ancient years. Yoga, which is practised today all over the world, started in India.

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• Play the recording for students to read and listen and check

•

sentences are true or false. Remind them to correct the false sentences in their notebooks. Check answers with the class.

ANSWERS

1 True. 2 False. Identifying snake tracks is extremely difficult. 3 False. The Irula people have been catching snakes for centuries. 4 False. The snake catchers collect the poison in the laboratory. 5 False. Many Irula children work as snake catchers when they leave school. 6 False. Kali will probably become a snake catcher. v Reading extension • Short reading comprehension on an article about the tiger snake.

Did you know? Read the information in the Did you know? box with the class. Ask: Are there dangerous snakes in your country? Have you ever seen a snake in the wild? Would you be brave enough to hold a snake? Why? / Why not? Elicit a range of answers.

Optional activity Discuss the following questions with the class: 1 How do the snake catchers find the snakes? Why is it difficult? 2 What did people do with the snakes they caught in the past? And what happens to the snakes today? 3 Why do you think snake catchers always work in pairs? POSSIBLE ANSWERS

1 They follow snake tracks on the ground. It’s difficult because snakes only leave very small marks on the ground. 2 In the past, they sold the snakes for their skins (to make shoes and bags). They now return the snakes to the wild when they have taken the poison. 3 They probably work in pairs so that if one person is bitten, the other can get help.

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Exercise 5 Learn it!

• Conduct class feedback, praising good use of the target language and correcting any errors. Ask: Which job do you think would be most fun? Which would be most difficult? Why? Elicit a range of answers.

• Read the two sentences aloud and elicit how students would • • •

say them in their own language. Point out that cure can be considered a false friend in English because it looks like the Spanish word cura (which means priest). Remind students to be aware of false friends when they come across new vocabulary, and to make a note of them in a separate section of their notebooks. Ask students to note down the two words in the Learn it! box, with examples, to remind them of the meanings.

Culture note

• Chocolate tasters may work for a company that produces

•

Exercise 6

• Focus students’ attention on the highlighted words in the • •

text on page 76. With a weaker group, check that students understand the words. Ask students to read the text quickly, ignoring the gaps, to get the gist of it. Then ask them to read it again and write the missing words in their notebooks. Check answers with the class.

•

•

ANSWERS

1 2 3 4 5

tribe hunters tracks poison cure

v Vocabulary practice • Interactive task to practise the vocabulary.

Language in action Aims

chocolate, sampling new products and recommending which should be put on sale. Large shops and supermarkets also employ chocolate tasters to try different products and decide which should be sold in their shops. Lego model builders have the job of designing spectacular models to show the potential of Lego. It is a creative job and also quite tough, as model builders are under a lot of pressure to come up with new ideas. Pet food testers focus mainly on the nutritional content of pet foods, trying to get the right balance of nutrients to keep pets healthy. They do also taste the foods, but they spit them out rather than actually eating them! Shark tank cleaners work at aquariums and marine life centres. They go into the tank wearing diving equipment, and clean the glass so it is clear for visitors to see through. Shark tank cleaners go through special training to learn about sharks and their behaviour so that they can be safe around them.

v Culture video: A New York bike messenger • Duration: 2.43 minutes • Topic: A day in the life of a New York bike messenger. • Video worksheets to accompany this video are available on the iPack Resources tab.

• Talk about an imaginary job experience.

Focus on … Biology

5 3 6

• Read the task with the class and check that students

Develop social and civic competence. Develop competence in cultural awareness and expression. Develop mathematical competence and basic competences in science and technology.

Exercise 7

• Read through the jobs with the class and briefly discuss what •

• •

•

each one involves. Invite a student to read the example answer aloud. Then ask students to choose one of the jobs and imagine that they have done it for a week. Tell them they are going to talk about their experiences. Explain that they can prepare their ideas and make notes, but they shouldn’t write their ideas out in full. Monitor and help while students are working. Divide the class into small groups, preferably with different job choices. Ask students to tell each other about their imaginary experiences and what they liked and disliked about doing the job. Invite some students to tell the class about their experiences, or about the experiences of someone else in their group.

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• •

understand inactive. Ask students to read the three possible answers and choose the correct one. Elicit a few ideas, but don’t confirm the answer at this stage. Ask students to do the CLIL extension on page 128.

Further practice Reading, Workbook page 52 CLIL worksheet Unit 6, Tests and Resources Multi-ROM

Unit 6

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6.4 Practical English

The following notes refer to material on Student's Book page 79.

Reading, Listening and Speaking Aims

• Read about jobs at a music festival. • Read profiles of people and match them to the jobs. • Listen to an interview with someone applying for a job at a festival, and complete notes. • Practise recognizing and pronouncing the sound /ʌ/. • Learn functional language for talking in an interview. 5 Develop social and civic competence. 4 Develop sense of initiative and entrepreneurship. 7 Develop competence in linguistic communication.

Exercise 2

• Check that students understand till and volunteer by reading • •

through the relevant sentences from the poster and asking students to work out the meaning from the context. Ask students to read through the four profiles and match each one to a job on the poster. Allow students to compare their answers in pairs before checking them with the class. Encourage students to justify their answers.

ANSWERS

1 designer 2 child minder

3 festival guide 4 food seller

Warm-up

Exercise 3

• With books closed, ask: Have you ever had a summer job? Do

• Tell students they are going to listen to a job interview. Invite

•

you know any people who have had summer jobs? What kinds of jobs have they done? Elicit a range of answers. Ask: Have you ever been to a festival? Are there any festivals in your town or city? What kinds of jobs do you think young people can do at festivals? Elicit a range of ideas.

Exercise 1

• Focus students’ attention on the poster and ask students to •

•

read it quickly to see what jobs people can do at the festival. Students can compare these to their ideas from the warm-up. Read through the questions with the class. Ask students to read the poster again to find the answers. You could do this as a race, to encourage students to find the specific information quickly. Check answers with the class.

ANSWERS

1 2 3 4

The festival is one day long. Tickets to the festival are free. No, you won’t get paid. No, you have to be thirteen or older to apply for a job at the festival.

• •

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Audio script pT141

a student to read the question aloud. Play the recording for students to listen and answer the question. Check the answer with the class.

ANSWER

food seller

Exercise 4

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Audio script pT141

• Give students time to read the interviewer’s notes. • Play the recording again for students to listen and complete • •

the notes in their notebooks. Pause the recording as necessary to allow students time to write. Alternatively, students could complete the notes from memory, and then listen again to check. Check answers with the class.

ANSWERS

1 has 2 fair 3 doesn’t know 4 is 5 can 6 Mandarin 7 likes 8 it’s a good way to get work experience and have fun

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Exercise 5

• Conduct class feedback, praising good use of the target

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• 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 by writing the questions on the board.

ANSWERS

1 2 3 4 5

Do you know how to cook? Are you interested in designing things? Have you ever worked in a shop? What foreign languages do you speak? Have you got any experience of working with children?

Exercise 6

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Say it!

• Focus attention on the Say it! box. Model pronunciation of the • • • • •

/ʌ/ sound (love, but, uncle, cup, run). Ask students to read through the words and think about which of the underlined sounds are /ʌ/ sounds. Play the recording for them to listen and check their ideas. Check answers with the class, and elicit what the other underlined sounds are. Play the recording again, pausing after each word for students to repeat. There are follow-up exercises for further practice on page 134.

ANSWERS

/ʌ/ become, fun, much, study /æ/ has, map, relaxed v Language practice • Interactive task to match questions and answers, in preparation for the speaking task.

•

language and correcting any errors. Invite some students to perform their interviews for the class.

Optional activity Refer students back to the jobs on pages 71 and 77. Ask them to choose one of the jobs and think about why they would be suitable for it. Ask them to make notes on their experience and qualities. Tell them they must try to impress the interviewer so that they get the job! Divide the class into pairs. Ask them to tell their partner which job they want to apply for. Their partner should then prepare some questions to ask them. Monitor and help while they are working. Students then role-play their interviews in pairs and decide whether their partner should get the job or not. Ask some students to tell the class if their partner would get the job, and why / why not.

Exercise 8

• Play the video for students to watch and interact with. v Interactive video Kit's travels: Unit 6 Episode 6: Kit, Nathan, Poppy and You are interviewed for a volunteer job at an Elizabethan Fayre. • Duration: 7.37 minutes • Topic: Applying for a job. • Task: ‘Your turn’ – answering interview questions. Interactive – find out about the Elizabethan manor. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM.

Language in action

v Dialogue practice

Aims

Students can work in pairs or small groups to practise the dialogue on the iPack.

• Practise talking in a job interview.

4 7 1

Develop sense of initiative and entrepreneurship. Develop competence in linguistic communication. Develop digital competence.

Exercise 7

Further practice Functional language, Vocabulary reference, Workbook page 106 Pronunciation, Student’s Book page 134 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

• Read through the phrases in Functional language box with the • •

•

class, and make sure students understand everything. Elicit which phrases are used by a job interviewer, and which are used by a candidate. Read the task aloud. Ask students to choose one of the jobs and write questions and answers. With a weaker group, students could work in pairs for this, helping each other to prepare their interview questions and answers. Monitor and help while they are working. Divide the class into pairs to practise their interviews. Monitor and help while they are working.

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6.5 Writing an e-postcard

• Elicit or point out that adverbs of manner usually come after

Aims

•

a verb. Encourage students to copy some of the sentences with adverbs into their notebooks, or to write their own example sentences to help them remember how to use adverbs of manner.

• Read a model e-postcard. • Learn to use adverbs of manner. • Write an e-postcard.

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Develop sense of initiative and entrepreneurship competence. Develop competence in linguistic communication.

Model text Exercise 1

• Focus students’ attention on the photo and ask: Where do you • • •

think it is? Elicit a few ideas. Read through the list of activities with the class and make sure students understand them all. Ask them to copy them into their notebooks. Ask students to read the model text and tick or cross the activities Rob has and hasn’t done in their notebooks. Check answers with the class.

ANSWERS

ride a horse f visit a castle f cycle across a bridge f listen to live music f buy souvenirs g send an e-postcard f

Culture note Edinburgh is the capital of Scotland. It is about 700 km north of London. Edinburgh Castle is a fortress in the centre of the city, which dates back to the twelfth century. There are, in fact, two bridges which link Edinburgh to Perth. The Forth Rail Bridge (shown in the picture) was opened in 1890, and the Forth Road Bridge was opened in 1964. Both bridges are 2.5 km long.

Exercise 2

• Read the task aloud. Invite two students to read the example answers aloud in the form of a conversation.

ANSWERS

1 quickly 2 nervously 3 heavily

Exercise 4

• Ask students to read the sentences and write the correct adverbs in their notebooks.

• Check answers with the class. ANSWERS

1 2 3 4 5

quietly excitedly sadly warmly badly

v Language practice • Interactive task to practise adverbs of manner.

Optional activity Ask students to read the model text again and find: 1 an informal phrase to start the e-postcard 2 an informal phrase to end the e-postcard 3 two positive adjectives, e.g. fantastic 4 exclamation marks (!) Check answers, and point out that in informal texts such as e-postcards we often use exclamation marks to add emphasis. We use positive adjectives to seem enthusiastic. ANSWERS

1 2 3 4

Hi See you next week! great, amazing We’re in Edinburgh! … (including me!) See you next week!

• Divide the class into pairs to ask and answer questions about the •

activities in exercise 1 and note down their partner’s answers. Invite some students to tell the class which activities their partner has done.

Writing task v Writing preparation • Interactive task to match places to activities.

Look at language – Adverbs of manner

Exercise 5

Exercise 3

• Tell students they are going to write an e-postcard. Read the

• Read the information on adverbs of manner with the class. • Ask students to look back and find the adverbs of manner in

• Brainstorm some activities people often do on holiday, e.g.

•

the model text. Then elicit the examples and make sure that students understand the adverbs. If necessary, review the rules for forming adverbs of manner by adding -ly to adjectives. Point out that for adjectives ending in -y, such as heavy, the -y changes to -ily.

task aloud. go on tours, visit museums, play tennis, and note some ideas on the board. Brainstorm some things to do in the students’ own town. These notes continue on page T81.

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The following notes refer to material on Student's Book page 80.

• Go through the paragraph plan and make sure students • • •

understand that they must structure their e-postcards in this way. Ask students to write their e-postcards. If they do this in class, go round giving help and encouragement. Remind them to use adverbs of manner correctly. Invite some students to read their e-postcards to the class. Their classmates can listen and say which holidays they would like to go on. Alternatively, students could work in pairs to read their partner’s e-postcard. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used adverbs of manner correctly.

v Writing extension

• A task to write an e-postcard. Further practice Writing, Workbook page 53

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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. Make sure your students use the extensive course material provided. This includes: • Student’s Book: – Unit 6 Review, page 82 • 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 (Jobs and Holidays).

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Group project: Infographics Aims

• Write questions for a survey. • Conduct a survey. • Collate the results and present them as an infographic, in a visually appealing way. • Read all the infographics and evaluate them. 6 Develop mathematical competence and basic competences in science and technology. 4 Develop sense of initiative and entrepreneurship. 2 Develop competence in learning to learn. 1 Develop digital competence.

Useful materials

• • • • • • • • •

notebooks computer paper pens photos old magazines stapler glue scissors

Warm-up

Culture note The term infographic stems from information graphic. Infographics are commonly used to present information in a way that makes complex information clear by using the reader’s natural ability to see patterns and trends. Of the five senses (sight, touch, hearing, smell and taste), we receive significantly more information through sight than through the other senses. The majority of people are visual learners, meaning that they learn faster and better when information is presented to them visually, as opposed to when they receive the information through hearing, for example. These facts, together with the increasingly short attention span of internet users, make infographics so popular and effective in today’s world. Common infographics that we recognize instantly include: • transport maps, such as the London underground map • the TV weather forecast map with its familiar symbols depicting where it is going to be sunny, rainy, etc. and the temperature we can expect • political maps, which show the geographical distribution of support for a particular political party in different colours • the food pyramid, or food plate, depicting a healthy balanced diet. Many popular software programs now offer a wide variety of infographic options where users can input their statistics and select how they would like the information to be presented an easy way to display their research findings and to achieve an important visual impact on the reader.

• Focus students’ attention on the infographics on page 82, and elicit or teach the word infographic. Elicit or explain that infographics present information in a way that is lively, colourful and visually appealing. Tell students they are going to produce some infographics. Ask: What kinds of information can you present as infographics? Elicit a range of ideas.

Task 1

• Introduce the project aims by reading the text in the blue • •

box aloud. Invite different students to read the questions aloud. Ask students to match the questions to the infographics on page 82. As a class, check the answers and ask: Which infographic do you like best? Why?

ANSWERS

A – Infograph 2 B – Infograph 4 C – Infograph 3 D – Infograph 1

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• If students are working on paper, encourage them to make

Task 2

their infographics bright and colourful. If they do not have access to photos, they can cut pictures from magazines or draw illustrations. Make sure students have staplers, scissors and glue as necessary.

• Read through the list of topics with the class and brainstorm • •

•

some possible questions for each one. Divide the class into groups and ask them to choose a topic. Read the Tip! box with the class to help students prepare their questions. Elicit some question types that they could use, e.g. open Wh- questions; multiple-choice with one answer; several answers from a list of options; ordering options; yes / no questions, etc. Ask students to write four or five questions for their chosen topic. Monitor and help while students are working. Check that all their questions are clear and well-formed.

Task 3

• Tell students they are now going to do their surveys. Read the •

• •

• • •

instructions and the Tip! box with the class. Read through the information on indirect questions with the class, and read out the examples. Point out to students that they should only try to use indirect questions for questions with a Wh- word, as yes / no indirect questions are a bit trickier. Focus students’ attention on the Useful language box and make sure students understand everything. Explain that students from each group should split up and each interview two or three people, depending on the number of people in their group, noting down their answers. Encourage each group to interview ten people in total. Ask students to find a seat and sit down while they conduct each interview. Allocate a part of the classroom where students can go when they need a new partner to interview. Set a time limit, and allow students to walk around the classroom and interview people. Monitor and help while students are working, and make sure they are conducting their interviews in English and using the phrases from the Useful language box.

Task 5

• Put all the completed infographics on display. • Read through the questions in Task 5 with the class. • Then allow students to walk around the classroom and read •

all the infographics. Ask them to make notes on the answers to the questions as they read them. Conduct class feedback. Praise the students’ work and the good use of the language they have studied so far. Discuss the questions in Task 5 and ask students what they have learned from the project.

Task 4

• Ask students to return to their groups and allocate a person to •

•

•

deal with each question. Students should then exchange information within their group, to make sure that each member of the group has all the answers to the question they are going to deal with, so that they can create their infographic. Monitor and help while students are working. Give assistance to individual students by discussing the best way to present the information they have. Refer them to the different infographics on page 82 for ideas. If students are working online, they can now use computers or tablets to produce their infographics. Students may want to use photographs, which they can search for online and download. Monitor and help while they are working. Encourage them to use a range of colours and fonts to make their infographics interesting. Ask students to print out their infographics when they have finished.

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Exercise 4

Review

$ 2.18

Audio script ppT141–T142

Reading

• Read through the questions with the class. • Play the recording again for students to listen and answer the

Exercise 1

• Alternatively, students can answer the questions from

questions in their notebooks, pausing as necessary.

• Focus attention on the photo and ask: What do you think is •

unusual about Colin Wright? Elicit a few ideas. Ask students to read the text quickly, ignoring the gaps to get the gist of it. Ask: What kind of work does Colin do? (He designs and sells T-shirts, and writes e-books.) Then ask students to read the text again and write the correct verb forms and the missing words in their notebooks. Check answers with the class.

•

memory, and then listen again to check. Check answers with the class.

ANSWERS

1 job 2 office 3 suitcase 4 travelling 5 has visited 6 have chosen 7 hasn’t been / ’s never been 8 has returned 9 hasn’t decided 10 hasn’t had 11 hasn’t stopped 12 sells 13 has written 14 meeting 15 exploring

1 She was in South Africa when her brother fell out of the car. 2 Her brother hasn’t stopped talking about it because he has never been so scared in his life. 3 She was running to check in her bags because she was late for her flight. 4 She didn’t miss her flight because it was delayed for three hours. 5 He has never forgotten his passport and he’s never lost his luggage. 6 He was staying in a B and B.

Exercise 2

Speaking

• Go through the first question with the class as an example. • Check their questions and then ask students to read the text

Exercise 5

• •

ANSWERS

•

again and answer them. Check answers with the class. Ask: Would you enjoy Colin’s way of life? Why? / Why not?

ANSWERS

1 Have Colin’s readers ever chosen a place that he didn’t like? No, they haven’t. 2 Has he ever been to India? Yes, he has. 3 Which country has he come back from recently? He ’s / has come back from Romania recently. 4 Has he had a permanent home since 2009? No, he hasn’t. 5 How many e-books has he published? He ’s / has published six e-books. 6 What has he enjoyed about his travels so far? He ’s / has enjoyed meeting new people and exploring new places.

• • •

Writing Exercise 6

$ 2.18

Audio script ppT141–T142

•

• Focus attention on the pictures in turn and discuss what each •

•

one shows and what the problem is. Elicit key vocabulary, e.g. sunburned, elephant, fall, passport. Tell students that they are going to listen to a radio phone-in programme about problems on holidays. Play the recording for students to listen and write the number of the pictures in order in their notebooks. Play the recording again for students to check their answers. 2 C

• •

read the example sentences aloud. Elicit that the example email is informal; it uses positive words (wonderful, fantastic) to express enthusiasm, and it uses exclamation marks for emphasis. Remind students to use some adverbs of manner in their emails. Ask students to write their emails in their notebooks. Monitor and help as necessary while they are working. Conduct class feedback and invite some students to read their emails to the class. Praise good use of target language and correct any errors.

Further practice

ANSWERS

1 B

experiences, but then we use the past simple to ask for more details about one particular experience. Allow students time to read through the ideas in the box and prepare their questions. Monitor and help as necessary. Divide the class into pairs to ask and answer questions. Monitor and note down any common errors. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to tell the class about their partner’s experiences.

• Read through the task with the class, and invite a student to

Listening Exercise 3

• Read through the task and examples with the class. • Point out that we use the present perfect to ask about

3 D

4 A

Review, Workbook pages 54–55 Unit 6 Tests, Tests and Resources Multi-ROM

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The great outdoors Unit summary

• Ask: What can you see on the island? Point to different parts

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Verbs: attack, bite, chase, defend, fight back, hit, kick, push, run away, stand still, sting, throw Adjectives: feelings and qualities: afraid, brave, clever, embarrassed, friendly, helpful, impatient, mean, patient, polite, rude, serious, shy, worried Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) habitat (n), pain (n), predator (n), prey (n), wildlife (n) flood (n), footpath (n), mainland (n), route (n), tide (n) branches (n), earth (n), leaves (n), native (adj), roots (n) Learn it!: an argument (n), argue (v), discuss (v) advice (n), advise (v)

•

Exercise 2

• Focus students’ attention on the compass and elicit or teach • • •

Grammar Modals: should / shouldn’t, must / mustn’t have (got) to + infinitive

Functional language Giving advice and instruction about a sport (practised and tested in 1–3 star tasks and tests) Have you tried … before? First of all, … / Secondly, … / Finally, … It is / isn’t a good idea to … You must(n’t) / should(n’t) / (don’t) have to … Do you want to have a go? What should I do next? Try (moving) … Don’t worry. / Stay calm.

of the island and ask questions: What’s this? / What are these? What are the people doing here? What do you know about piranhas? Elicit answers. Elicit or teach the meaning of the vocabulary on the map: doom, raging rapids, sinking sands. Teach other items of useful vocabulary, e.g. coast, sharks, pirates, palm trees, etc. Write useful vocabulary on the board.

north, south, east and west. Read through the questions with the class and make sure that students understand them. Give an example of an instruction for question 3, e.g. Go along the east coast of the island. Divide the class into pairs to discuss the questions. Monitor and help while they are working. Invite pairs in turn to tell the class some of their answers. Ask other students if they agree.

Optional activity Tell students they are going to memorize the map and then redraw it. Give them one minute to look at the map carefully, and then ask them to close their books. Divide the class into pairs and give them two minutes to redraw the map in as much detail as they can. Ask a confident student to come and start drawing the map on the board. Other students can help by giving instructions, e.g. There are four sharks in the sea to the west of the island. When students are all happy with the map on the board, ask them to open their books. See how well they remembered the details!

Exercise 3

• Play the video for students to watch.

Warm-up Aims

• Describe what you see on a map. • Direct someone to different places on a map.

5 7

v Video: Animals in the wild • Duration: 3.30 minutes • Topic: A charity for apes and monkeys in Africa. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

Develop social and civic competence. Develop competence in linguistic communication.

Exercise 1

• Focus students’ attention on the map and point to the shipwreck. Explain that survivors of the shipwreck are now on the island.

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7.1 You shouldn’t wave your arms around.

• Invite pairs to share their ideas with the class. Ask other

Vocabulary and Reading

•

Aims

ANSWER

• Learn verbs for actions. • Read and listen to an article giving advice on how to defend yourself against wild animals.

• Answer questions on the text. • Understand new vocabulary in context.

7

Develop competence in linguistic communication.

v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice

• 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

• Focus students’ attention on the pictures and the title of the

•

text. Ask: What kinds of dangerous animals are there in the wild? What kind of dangerous insects do you know? Elicit ideas and write the names of the animals on the board. Make sure the list includes bear, bee and snake. Point to the animals on the board and ask: Which do you think is the most dangerous? Why? Elicit a range of answers.

Exercise 1

• Read through the animals and verbs in the boxes and make

• •

sure that students understand them all. Ask them to match the animals to the ways they attack people. Invite a student to read the example sentence aloud. Allow students to compare their answers in pairs before checking them with the class. In class feedback, encourage students to give the answers in sentences. Then ask: What other animals can bite you, chase you, etc.? Point out to students that in English we say that bees and wasps ‘sting’, but flies and mosquitoes ‘bite’.

ANSWERS

Bears: chase, bite Bees: chase, sting Dogs: chase, bite Horses: kick, bite Sharks: bite Snakes: bite

Exercise 2

•

students: Do you agree? Why? / Why not? Play the recording for students to read and listen and check the answers to the question. Check answers with the class.

Bears: You shouldn’t fight back or run away. You should walk backwards or throw something at it. Bees: You shouldn’t stand still. You should run away. Sharks: You should push the shark in the eyes or hit it on the nose.

Did you know?

• Read the Did you know? box with the class. Ask: How do mosquitoes kill people? Elicit that they carry diseases such as malaria, which kill large numbers of people each year. Ask: How can you defend yourself against mosquitoes? Elicit that you can wear thick clothes, sleep under a net at night and use insect repellent creams.

Culture note There are around 75 reported shark attacks worldwide each year, with only around five fatalities. By contrast, humans kill millions of sharks every year. There are around three fatal bear attacks each year in the USA and Canada. This compares to around fifteen deaths from attacks by dogs. Horses very rarely attack people, but they do cause around twenty deaths each year in the USA due to riding accidents. Attacks by bees are very rare, but around 50 people each year die from bee stings, mostly because they suffer a severe allergic reaction. There are a lot of dangerous snakes in countries all over the world, and it is estimated that between 1.2 and 5 million people are bitten every year. Up to 125,000 people are thought to die and twice this number are estimated to be permanently disabled as a result of the snake bite. By far the most deadly animal is the mosquito, as malaria kills around one million people a year.

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

$ 2.19

• Invite a student to read the question and the example •

sentence aloud. Then read through the list of verbs in the box and make sure that students understand them all. Divide the class into small groups to discuss the question and write their answers in their notebooks. Monitor and help with vocabulary as necessary.

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Exercise 3

• Invite different students to read the information aloud. Check • •

that students understand hybrid. Ask students to read the article again and write the reasons given for each piece of information. Check answers with the class.

ANSWERS

1 Animals attack humans when / if they don’t feel safe. 2 Eric Nerhus escaped from the shark because he pushed his fingers into the shark’s eyes. 3 You won’t be safe in water if killer bees are chasing you because they will sting you when you come up for air. 4 In the UK, you need a licence to keep non-native bees so as to avoid dangerous hybrids. 5 You mustn’t hunt bears because they are a protected species. v Reading extension • A short reading comprehension on an article about the tiger.

ANSWERS

1 should

• • •

weaker group, check that students understand all the words. Ask students to read the text quickly, ignoring the gaps, to get the gist of it. Ask: What kind of snake is one of the most dangerous? Then ask them to write the missing words in their notebooks. Check answers with the class.

ANSWERS

1 wildlife 2 habitat 3 prey 4 predator 5 pain v Vocabulary practice • Interactive task to practise the vocabulary.

Grammar – Modals: should and must

Exercise 6

• Ask students to write the missing words in their notebooks. • Check answers with the class. ANSWERS

1 should 6 should

•

ANSWERS

1 mustn’t go 2 mustn’t go 3 mustn’t wear 4 should know 5 shouldn’t wear

Language in action Aims

• Practise giving advice using should and must.

7 4

• Refer students back to the rules in exercise 5. Point out that

•

• • •

•

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Develop competence in linguistic communication. Develop sense of initiative and entrepreneurship.

Exercise 8

•

and check understanding. Ask students to copy the rules into their notebooks and choose the correct words to complete them. Check answers with the class. Elicit that we form the negative by adding not or n’t to the end of the modal; we don’t use don’t / doesn’t to form the negatives: You shouldn’t wave your arms around NOT You don’t should wave your arms around. Encourage students to write some example sentences in their notebooks to help them remember the grammar.

5 mustn’t

and advice for white water rafting. Then ask students to read the text quickly, ignoring the gaps, to check their ideas. Ask students to read the text again and write the missing verbs in their notebooks. Check answers with the class.

•

obligation and prohibition. • Complete sentences and a text with should and must. 7 Develop competence in linguistic communication.

• Invite different students to read the example sentences aloud,

3 shouldn’t 4 must

• Read the title of the text aloud and discuss possible dangers

• Learn the form and use of should for advice and must for

Exercise 5

2 must

Exercise 7

Aims

v Grammar animation • Presentation of modals should and must in context.

3 mustn’t 4 the same 5 without

v Grammar practice • 1–3 star tasks to practise modals should and must. Also available on the Tests and Resources Multi-ROM.

Exercise 4

• Focus attention on the highlighted words in the text. With a

2 must

• •

although we usually use must for rules, we can also use it for very strong advice. Read through the task and example with the class. Elicit some more examples of advice on how to be healthy. Encourage students to choose a topic and to write their sentences individually. Then divide the class into pairs to read their advice to each other. Students should try to guess their partner’s topic. Invite some students to read their sentences to the class. Ask the class: Do you agree with the advice? Why? / Why not? What other advice would you give on this topic?

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 They have to swim to school Vocabulary and Listening Aims

• • • • •

Learn adjectives for describing people and feelings. Listen to a news extract on unusual journeys to school. Answer questions on the news extract. Understand new vocabulary in context. Practise listening to and saying the sounds /b/ and /v/. 3 Develop competence in cultural awareness and expression. 7 Develop competence in linguistic communication. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

friendly: pleasant and helpful – unfriendly, mean helpful: useful, providing help – unhelpful impatient: wanting something to happen really quickly – patient mean: ungenerous, unkind – kind, friendly patient: accepting delays or problems without becoming annoyed or anxious – impatient polite: behaving in a pleasant way – impolite rude: behaving in a very unpleasant way – polite serious: bad enough to worry you; meaning what you say or do – unimportant, untrustworthy, silly shy: being nervous or timid in front of other people – bold, unafraid, confident worried: being anxious or troubled about problems happening now or in the future – calm, relaxed v Listening preparation • Interactive task to pre-teach vocabulary from the listening.

Exercise 3

Warm-up

• With books closed, ask: How do you get to school in the

•

morning? How long does your journey to school take? Find out what the most common form of transport is for getting to school and who has the longest and shortest journey to school each day. Ask students to open their books, and focus their attention on the photos on page 88. Read the caption under each picture with the class and ask: Which journey do you think is the most difficult? Why? Elicit a range of ideas from students.

Exercise 1

• Read the instructions aloud. Then ask students to read the • • •

sentences and match them to the pictures. Check answers with the class, and make sure that students understand the sentences. Ask students to copy and complete the sentences in their notebooks using their dictionaries if necessary. Check answers with the class and model pronunciation.

ANSWERS

1 E – worried 5 A – patient

2 D – brave 3 B – serious

4 C – afraid

Exercise 2

• Read through all the adjectives in exercise 1 with the class. Elicit the meanings, and discuss possible opposites for each adjective. SUGGESTED ANSWERS

afraid: feeling fear or anxiety; frightened – brave brave: being ready to face danger or pain; showing courage – afraid clever: being quick to understand, learn, and develop ideas; intelligent – stupid embarrassed: feeling or showing embarrassment; self-conscious – relaxed, confident

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Audio script pT142

• Tell students that they are going to hear extracts from each

• •

report on the web page. Play the recording for students to listen and write a list of any adjectives from exercise 1 that they hear. Ask students to read the comments on the web page and note down any more adjectives from exercise 1 that they see. Check answers with the class.

ANSWERS

brave, impatient, worried, serious, afraid, shy, embarrassed, clever, friendly, rude

Exercise 4

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Audio script pT142

• Allow students time to read through the sentences. • Play the recording again for students to correct the information that is wrong, pausing the recording as necessary.

• Alternatively, students could correct the sentences from •

memory, and then listen again to check their answers. Check answers with the class.

ANSWERS

1 The students in China have to walk to school because there aren’t any roads. 2 The Indonesian students used the broken bridge because they preferred it to walking for an extra thirty minutes to get to another bridge. 3 Daisy carries her brother on the zip wire above a river. 4 The Kenyan girl feels embarrassed because she falls asleep during the lessons. 5 True. 6 Anton doesn’t have to swim to school anymore because people around the world donated money for boats.

Further practice Language summary, Student’s Book page 95 Vocabulary, Workbook page 58 Vocabulary reference, Workbook pages 110–111 Vocabulary worksheets, Tests and Resources Multi-ROM

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Exercise 5

Exercise 8

• Have students read the sentences and the words in the box.

• Go through the example answer and ask students to write the

• •

Play the recording again if necessary for students to hear the words in context. Ask students to write the missing words in their notebooks. Check answers with the class.

•

verbs to complete the sentences in their notebooks. Check answers with the class.

ANSWERS

v Vocabulary practice • Interactive task to practise the vocabulary.

1 2 3 4 5 6

Exercise 6

Exercise 9

ANSWERS

1 tide, mainland 2 route 3 footpath 4 floods

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Say it!

• Focus attention on the Say it! box. Model pronunciation of the • • • •

two sounds in isolation, or use the recording to do this. Ask students to copy the words into their notebooks. Play the recording for them to note down which sounds they hear. Check answers with the class. Play the recording again if necessary for them to hear the correct answers. Play the recording again for students to listen and repeat. There are follow-up exercises for further practice on page 134.

ANSWERS

/b/ blog, boat, bridge, broken, brother /v/ clever, river, very

Grammar – have (got) to + infinitive Aims

• Learn how to use have (got) to + infinitive. • Complete sentences and a text using have (got) to + infinitive.

7

Develop competence in linguistic communication.

v Grammar animation • Presentation of have (got) to + infinitive in context.

Exercise 7

• Elicit examples of have to in the comments on page 88 and in exercise 4. Check understanding.

• Read through the table with the class, and ask students to • •

•

copy and complete it in their notebooks. Then ask students to read and complete the rules and also copy them into their notebooks. Check answers with the class. Reinforce the point that don’t have to means that something is not necessary (they don’t have to swim to school now). Contrast this with mustn’t, which means that something is prohibited (you mustn’t swim here because it’s dangerous). Elicit more examples and have students copy some of the examples from page 88 into their notebooks.

ANSWERS

1 don’t

2 got

3 has 4 hasn’t 5 Have

1 necessary 2 isn’t necessary

6 have

3 informal speech

v Grammar practice • 1–3 star tasks to practise have (got) to + infinitive. Also available on the Tests and Resources Multi-ROM.

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Do your parents have to work has he got to go ‘ve / have got to arrive don’t have to buy have to stay haven’t got to have

• Ask students to read the text through quickly, ignoring the

• •

gaps, to get the gist of it. Ask: What kind of trip is it about? (an expedition to the Arctic) What might make the trip difficult? (the extreme cold) What wildlife might you see? (polar bears) Ask students to read the text again and write the correct verb forms in their notebooks. Then conduct class feedback. Ask: Would you like to go on this trip? Why? / Why not?

ANSWERS

1 2 3 4 5 6 7 8

do you have to be / have you got to be have (got) to be have (got) to pay for don’t have to buy / haven’t got to buy do I have to bring / have I got to bring don’t have to share / haven’t got to share has (got) to pay Do travellers have to see / Have travellers got to see

Language in action Aims

• Write about things you have to do and don’t have to do.

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Develop competence in linguistic communication. Develop social and civic competence.

Exercise 10

• Invite a student to read the task and the example sentences aloud. Elicit one or two more example sentences.

• Ask students to write sentences in their notebooks with their • •

own ideas. Monitor and help while they are working. Ask students in turn to read out some of their sentences. Conduct class feedback, praising good use of the target language and correcting any errors.

Optional activity Divide the class into pairs to ask and answer questions, e.g. Do you have to tidy your bedroom every week?

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

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7.3 Around the world Reading and Vocabulary Aims

• Read some facts about the kiwi in New Zealand, and a legend about how it lost its wings.

• Answer questions on the text. • Understand new vocabulary in context. • Study some false friends.

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.

Warm-up what students know about New Zealand. If necessary, prompt them with more questions, e.g. What’s the capital city? What other big cities are there? What do you know about the history / language? What famous people do you know from New Zealand? Encourage as many students as possible to join in and share their knowledge.

Culture note New Zealand New Zealand is an island nation in the Pacific Ocean, to the south-east of Australia. It is made up of two main islands, North Island and South Island, and a number of smaller islands. It was one of the last countries to be settled by humans. Because of its isolation, it has many unusual plants and animals that are unique to New Zealand. The native inhabitants of New Zealand are the Maori people. The country was colonized by Britain in the eighteenth and nineteenth centuries, but gained full independence in 1947. It is still a member of the British Commonwealth (an organization of former colonies). The British monarch is still the monarch and head of state of New Zealand. The official languages are English and Maori, but fewer than 5% of people now speak Maori. Famous New Zealanders include the mountaineer Sir Edmund Hillary, who was the first person to reach the summit of Everest, and film director Peter Jackson, who directed the Lord of the Rings trilogy. v Reading preparation • Interactive task to pre-teach vocabulary and introduce students to the topic.

Exercise 1

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• Read the task with the class and focus students’ attention on

•

the photos is a kiwi. ANSWERS

1 tail 2 wings 3 fly 4 forests / woods / on the ground near the roots of the trees 5 insects 6 brown Photo A shows a kiwi.

Exercise 2

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• Allow students time to read the sentence beginnings. • Play the recording for students to read and listen to the legend. Ask them to write the sentence endings in their notebooks.

• Play the recording again if necessary for students to check and • •

complete their answers. Check answers with the class. Elicit which photo shows a tui (B) and which shows a pukeko (C).

ANSWERS

• Focus students’ attention on the map of New Zealand. Elicit

•

• Check answers with the class and elicit which of the birds in

the fact file at the end of the legend text on page 91. Check that students understand features and habitat. Ask students to copy the fact file into their notebooks. Play the recording for students to read and listen to the introduction to the legend. Pause the recording as necessary for students to complete the fact file.

1 2 3 4 5

the insects and birds were eating all the leaves on the trees stop eating all the leaves it was so dark below the trees (it was scared and) it was wet on the forest floor save the trees

v Reading extension • Short reading comprehension on an article about the emu.

Did you know?

• Read the information in the Did you know? box with the class. Ask: Are there any unusual birds, animals, or plants in your country or region? Elicit a range of answers.

Exercise 3

• Focus students’ attention on the highlighted words in the text. • •

With a weaker group, make sure that students understand all the words. Ask students to read the text and write the missing words in their notebooks. Point out that they will have to adapt one of the words. Check answers with the class.

ANSWERS

1 native 2 leaves

3 branches 4 root

5 earth

v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Tell students they are going to retell the legend of why the kiwi can’t fly. Ask them to read the text again quickly, to remind themselves of the key details. Write the key words on the board (Tane-mahuta, Tanehokahoka, tui, pukeko). Then ask students to close their books. Starting at the front of the class, ask each student in turn to contribute a sentence to the story. Other students can help out if necessary. See if, as a class, students can build up and retell the legend in detail. Alternatively, if your students enjoy acting, they could work in groups to prepare a script and act out the legend. Groups could take turns to perform the legend for the class.

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Exercise 4 Learn it!

Focus on … Geography

• Invite a student to read the three sentences aloud. Elicit how

• Read the task with the class and check that students

•

• •

students would say the sentences in their own language. Point out that discuss is a false friend in English because it looks like the Spanish word discutir, but in fact means ‘to talk about something with someone’. Explain that in English, argue means the same as the Spanish discutir, and the noun argument the same as discusión in Spanish. Remind students to make a note of false friends when they come across new vocabulary. Ask students to note down the two words in the Learn it! box, with examples, to remind them of the meanings.

understand the words consumer, producer and food chain.

• Ask students to match the organisms with their role in the •

food chain. Elicit a few ideas, but don’t confirm the answer at this stage. Ask students to do the CLIL extension on page 129.

Further practice Reading, Workbook page 60 CLIL worksheet Unit 7, Tests and Resources Multi-ROM

Exercise 5

• Ask students to read the questions and write the answers in • •

their notebooks. Monitor and help while they are working. Divide the class into pairs to ask and answer the questions. Invite some students to tell the class something they learned about their partner.

Language in action Aims

• Write about a national symbol from your country or region.

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Develop competence in linguistic communication. Develop competence in cultural awareness and expression.

Exercise 6

• Read through the task with the class. Elicit some trees, plants

• • •

or animals that are native to the students’ country or region, e.g. the Iberian lynx or brown bear. Discuss important facts about each one. Divide the class into pairs to write their sentences. If students have access to the internet, they could search for more information online. Invite pairs in turn to present their information to the class. Encourage other students to add any more information about the tree, plant or animal chosen. Alternatively, students could do the research and write their sentences for homework. In the next lesson, students could read their sentences to each other in small groups. Ask each group to choose one of the animals or plants from their group to present to the class.

v Culture video: The making of the Grand Canyon • Duration: 3.06 minutes • Topic: The mystery of how the Grand Canyon was formed. • Video worksheets to accompany this video are available on the iPack Resources tab.

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7.4 Practical English Listening and Speaking Aims

• Listen to some teenagers receiving advice and instruction at an activity centre. • Complete the rules for using a climbing wall. • Practise intonation for questions. • Learn functional language for giving advice and instruction about a sport. 5 Develop social and civic competence. 7 Develop competence in linguistic communication.

Exercise 3

• •

•

favourite sports? Why? Elicit a few answers, and then ask: Have you tried any unusual or adventurous sports? What sports would you like to try? Elicit a few ideas, and make suggestions if students are struggling to think of ideas, e.g. bungee jumping, parasailing, water-skiing. Encourage as many students as possible to join in and talk about their own experiences, or sports they would like to try.

Exercise 1

• Focus students’ attention on the web page. Ask if there are • •

any activity centres such as this one near the students’ town or city. Ask students to match the activities to the photos. Check answers with the class, and ask if students have tried any of the activities. Ask: Which would you like to try? Which wouldn’t you like to try? Why?

ANSWERS

1 2 3 4 5

B C D E A

Audio script pT142

at the activity centre. Read the question with the class. Play the recording for students to listen and answer the question. Check the answer with the class.

ANSWERS

The Wonder Wall / The Wall of Wonder

Exercise 4

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Audio script pT142

• Allow students time to read the rules. Make sure that they •

Warm-up

• With books closed, ask: What sports do you do? What are your

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• Tell students that they are going to listen to a group of teenagers

• •

understand waist. Play the recording again for students to listen and complete the rules. Pause the recording as necessary to allow students time to write. Alternatively, students could complete the rules from memory, and then listen again to check. Check answers with the class.

ANSWERS

1 2 3 4 5 6

climbing belt partner wall down helmet trainers

Optional activity Divide the class into pairs. Ask them to choose either Segway or Water Walkers and write a set of rules like the ones in exercise 4. Monitor and help while they are working. Invite pairs in turn to read one of their rules to the class. Encourage other students to guess which activity the rule applies to. Ask the class: Do you agree with this rule? Why? / Why not? Build up a list of agreed rules for each activity on the board.

Exercise 2

• Read through the rules with the class and check that students • •

understand whistle, harness and footwear. Ask students to match the rules to the activities. Remind them that the same rules can apply to more than one activity. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

Do not dive without a whistle. – 2 You must wear a harness. – 1, 3 You have to wear a helmet. – 1, 3, 4 Always wear the correct footwear. – 1, 2, 4 No shoes allowed. – 5

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Exercise 5

• Focus students’ attention on the photo and teach the words • • • •

archery, bow, arrow. Ask: Have you ever tried archery? Would you like to? Why? / Why not? Invite different students to read the rules aloud, and make sure that students understand everything. Ask students to read the dialogue and write the missing words in their notebooks. Check answers with the class. Then divide the class into pairs and ask them to practise the dialogue. With a weaker group, ask two confident students to read the completed dialogue to the class first.

ANSWERS

1 2 3 4 5 6 7

tried listen carefully to the instructions always walk carry your own arrows wear baggy clothes point an arrow at a person drop the arrows on the ground

Exercise 6

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Say it!

• Focus attention on the Say it! box. Model the idea of • • • • •

intonation by reading out the first sentence with your voice going up at the end, and then down at the end. Play the recording for students to listen and decide if the voice goes up or down at the end of each one. Check answers with the class, playing the recording again if necessary for students to hear the intonation. Play the recording again, pausing after each question for students to repeat. Point out that in English, questions that require a yes / no answer usually have rising intonation, but information questions usually have falling intonation. There are follow-up exercises for further practice on page 134.

ANSWERS

1 2 3 4 5 6

up up up up down up

v Speaking preparation • Interactive task to re-order a dialogue.

Exercise 7

• Read through the phrases in the Functional language box with the class, and make sure students understand everything.

• Elicit which phrases are used by an instructor, and which are •

• • •

used by someone doing the sport. Read the task aloud. Divide the class into pairs and ask them to choose scuba diving or zip wire and prepare a dialogue. Remind them to use the dialogue in exercise 5 and the phrases in the Functional language box to help them. Monitor and help while they are working. Ask students to practise their dialogues in pairs. Monitor and help as necessary. Invite some students to perform their dialogues for the class. Conduct class feedback, praising good use of the target language and correcting any errors.

Optional activity Ask students to swap roles and practise another dialogue for the sport they did not choose in exercise 7. This time, encourage students to go straight into the dialogue without preparing it first. Encourage them to imagine they are in the role, and speak in a natural way if possible. Monitor while students are working, and note down any common errors to feed back on at the end.

Exercise 8

• Play the video for students to watch and interact with. v Interactive video Kit’s travels: Unit 7 Episode 7: Kit, Nathan, Poppy and You volunteer at the Elizabethan Fayre. Poppy finds an amulet and Kit receives a message. • Duration: 9.33 minutes • Topic: Showing someone how to do something. • Task: ‘Your turn’ – giving instructions. Interactive – interpret a code. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice

Language in action Aims

• Practise giving advice and instruction about a sport.

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Develop social and civic competence. Develop competence in linguistic communication. Develop sense of initiative and entrepreneurship competence. Develop digital competence.

Students can work in pairs or small groups to practise the dialogue on the iPack.

Further practice Functional language, Vocabulary reference, Workbook page 110 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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7.5 Writing advice on a forum Aims

v Language practice • Interactive task to practise the use of relative pronoun who.

• Read a model post on an advice forum. • Learn to use the relative pronoun who. • Write a post giving advice on a forum.

Exercise 4

7 5 4 1

• •

Develop competence in linguistic communication. Develop social and civic competence. Develop sense of initiative and entrepreneurship competence. Develop digital competence.

• Ask students to copy the sentence beginnings into their

Exercise 5 Learn it!

• Read out the two sentences and elicit how students would

Model text Exercise 1

• Focus students’ attention on the model text and ask: Do you • •

read forums like this on the internet? Do you ever ask for advice on forums? Do you ever give advice? Elicit a few ideas. Ask students to read the model text and note down the topics that are mentioned. Remind them to write in their notebooks. Check answers with the class.

ANSWERS

1 2 4 5

what to bring what to wear the city and the people how to be polite

Look at language – Relative pronoun who Exercise 2

• Read the information on who with the class. • Ask students to look back and find three examples of who in • • •

the model text. Check answers, and discuss who the pronoun gives more information about in each case. Remind students that in English we use who for people and which for things. Encourage students to copy some of the sentences with who into their notebooks, or to write their own example sentences to help them remember how to use the relative pronoun.

ANSWERS

notebooks and complete them with their own ideas. Monitor and help while they are working. Encourage students to share their answers in pairs. Invite some students to read their sentences to the class.

• •

•

say them in their own language. Elicit or point out the difference in spelling: c in the noun and s in the verb. Model the pronunciation of the two words. Also explain that advice is an uncountable noun, so it has no plural form, although we can say a piece of advice to refer to something specific, e.g. The best piece of advice I have ever received is … . Ask students to note down the two words in the Learn it! box, with examples, to remind them of the meanings.

Optional activity Ask students to read the model text again and find: 1 different ways of giving advice 2 words for ordering the advice Check answers. Point out that we can give advice using modal verbs (should, must, have to), phrases such as It’s a good idea to … , or imperatives (Try …-ing ). Encourage students to use a variety of different structures when they write their advice. Encourage students to use Firstly, Secondly and Finally to order their advice. ANSWERS

1 It’s important to … , You must … , You will have to … , Don’t … , Try …ing, … , It’s a good idea to … , it should be something … , bring … 2 Firstly, Secondly, Finally These notes continue on page T95.

I’m going to stay with some family friends who live in Tokyo. They enjoy meeting people who want to learn about their country. I know many foreigners who can use chopsticks very well!

Exercise 3

• Invite a student to read the example sentence aloud. • Ask students to rewrite the sentences in their notebooks, •

using the pronoun who. Check answers with the class.

ANSWERS

1 Sophie is my friend who lives in England. 2 I’ve got three cousins who often go to the USA. 3 What’s the name of the writer who wrote Lord of the Rings?

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The following notes refer to material on Student’s Book page 94.

Writing task v Writing preparation • Interactive task to complete advice about visiting Madrid.

Exercise 6

• Tell students they are going to write some advice for • • • • •

someone who is visiting their country or region. Read the task aloud. Brainstorm some information students could include about their country on the different topics in exercise 1. Go through the paragraph plan and make sure students understand that they must structure their advice in this way. Ask students to write their advice. If they do this in class, go round giving help and encouragement. Remind them to use the pronoun who correctly. Invite some students to read their advice to the class. Their classmates can listen and say whether they agree with the advice or not. Alternatively, students could work in pairs to read their partner’s advice. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used the pronoun who correctly.

v Writing extension • A task to write advice about visiting a region.

Further practice Writing, Workbook page 61

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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. 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 (Verbs and Adjectives of feelings and qualities).

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Exercise 4

Review Reading • Tell students they are going to read a text about another

• •

difficult journey to school. Focus their attention on the photo and ask: Which country do you think it is in? What do you think the children have to do to get to school? Elicit a few ideas. Ask students to read the text quickly, ignoring the gaps, to get the gist of it. Ask: How do the children feel on their way to school? (They feel afraid.) Then ask students to read the text again and write the missing words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

• Pause the recording as necessary to allow them time to write. • Alternatively, students can complete the sentences from memory, and then listen again to check.

• Check answers with the class. ANSWERS

1 2 3 4 5 6

Exercise 5

• Invite two students to read the problems aloud, and make

Exercise 2

• Ask students to read the text again and decide if the sentences are true or false. Ask them to correct the false sentences in their notebooks. Point out that sentences 1–3 refer to the first two paragraphs, and sentences 4 and 5 refer to the last paragraph. Check answers with the class.

• • •

ANSWERS

1 2 3 4 5

False. The children’s route to school is difficult and dangerous. False. If a crocodile tries to bite you, you should fight back. True. False. A year later there is a ferry for the children. True.

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Audio script pT143

• Focus students’ attention on the pictures and elicit the names

• • •

of the animals. Ask: What do you think you should do if these animals attack you? Ask students to make some notes in their notebooks. Elicit a few ideas, but don’t confirm answers. Tell students that they are going to listen to some advice about what to do if an animal attacks them. Play the recording for students to listen and check their answers. Conduct class feedback and ask: Do you find any of the advice surprising? Why?

sure that students understand them. Elicit a few example pieces of advice. Divide the class into pairs to discuss what the people should and shouldn’t do. Monitor while they are working and note down any common errors to feed back on at the end. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to tell the class what advice they would suggest.

Exercise 6

• Read through the task with the class and invite a student to read the example sentences aloud.

• Ask students to write their sentences in their notebooks.

Listening Exercise 3

look scary will be easy prey put vinegar on your foot, see a doctor immediately will eat you will eat you stand still

Speaking and Writing

ANSWERS

1 brave 2 have to 3 route 4 footpaths 5 floods 6 prey 7 attacks 8 defend 9 worried 10 serious 11 impatient 12 should 13 shouldn’t 14 helpful 15 don’t have to

•

Audio script pT143

the sentences in their notebooks.

Exercise 1

•

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• Allow students time to read the gapped sentences. • Play the recording again for students to listen and complete

•

Remind them to use a range of different language for giving advice. Monitor and help as necessary while they are working. Conduct class feedback and invite some students to read their sentences to the class. Praise good use of target language and correct any errors.

Further practice Review, Workbook pages 62–63 Unit 7 Tests, Tests and Resources Multi-ROM

ANSWERS

1 If a lion looks like it’s going to attack you, you should hold your arms up and make a scary face. 2 If a box jellyfish stings you, you should put vinegar on your foot and see a doctor immediately. 3 If a crocodile attacks you, hit it in the eyes or on the nose. 4 If a shark attacks you, try hitting it on the nose or in the eyes. 5 If a rhino looks like it’s going to attack you, you should run in the opposite direction, or you could climb a tree.

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Home comforts Unit summary

Exercise 1

• Read the task and focus on the art project. Elicit or explain

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Everyday items: air conditioning, central heating, deodorant, duvet, fridge, hair dryer, microwave, mirror, moisturizer, phone charger, shampoo and conditioner, shower gel, tissues, washing machine TV programmes: chat show, cookery programme, crime series, makeover show, news programme, quiz show, reality TV show, sitcom, soap opera, sports programme, travel show, weather forecast, wildlife show Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) ban (v), disconnect (v), give up (v), home comforts (n), offline (adj), online (adj) channel (n), episode (n), host (n), record (v), round (n) community (n), neighbourhood (n), relatives (n), rural (adj), urban (adj)

Grammar Indefinite pronouns: somebody / someone, something, somewhere, anybody / anyone, anything, anywhere Quantifiers: some, any, a lot of, much, many, (not) enough

• •

Exercise 2

• Read the task with the class and ask students to write a list of

• •

Warm-up Aims

five things that are important to them, and five things they are happy to be without. You could ask students to order their lists from the most important to the least important. Divide the class into pairs to compare their lists and explain their choices. Invite some students to tell the class about their partner’s choices.

Optional activity Ask students to choose their most important object from their list in exercise 2. Ask them to write two or three sentences on a piece of paper describing the thing and saying why it is important to them. Collect the pieces of paper from students and hand them out around the class. Ask students in turn to read out the sentences they have been given. See if other students can guess who wrote it. Find out what the most important objects are in the class.

Functional language Making compromises and polite requests (practised and tested in 1–3 star tasks and tests) Could I / you … ? Not right now. I won’t be long. I’ll do it later / now. You always say that. I promise. What’s so important? That’s not fair! It’s a deal.

that the art project is about all the things that are important to this student. Focus attention on the first picture and elicit that it might be a particular place that is important to the student, or that it could represent holidays. Divide the class into small groups and ask them to look at the other pictures and discuss what they show and what they might represent. Discuss the answers with the class. Ask: Are any of these things important to you? Why? What other things might a student choose for a project like this? Elicit a range of answers from individual students.

Exercise 3

• Play the video for students to watch. v Video: 19th-century possessions Duration: 3.08 minutes Topic: Beamish – a living museum. Task: Answer the questions at the end of the video. Video scripts are available on the iPack Resources tab.

• • • •

• Talk about a student’s art project. • Discuss things that are important to people.

3

T97

Develop competence in cultural awareness and expression.

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8.1 How can anyone live without it?

• Play the recording for students to read and listen and answer

Vocabulary and Reading

•

Aims

1 Susan Maushart 2 Sean Bonner 3 Daniel Suelo

ANSWER

• Learn words for everyday items. • Read and listen to an article about people who have given up some everyday items. • Answer questions on the text. • Understand new vocabulary in context. • Practise listening to and saying the sounds /ɑ:/ and /æ/. 7 Develop competence in linguistic communication. 6 Develop mathematical competence and basic competences in science and technology. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up understand live without something. Focus students’ attention on the main photo in the article, asking them to cover up the text. Ask: Where does this person live? (in a cave) What do you think his life is like? What does he eat? How does he cook? What does he sleep on? What things does he live without? What do you think is the most difficult thing about his life? Encourage students to speculate and elicit a range of ideas.

Exercise 1

• Read through the list of everyday items in the boxes with the •

• •

class and make sure that students understand them all. Model the pronunciation for students to repeat. Divide the class into pairs to discuss which of the items they have at home, and which are important or not important to them. Ask them to make a list of the items which are important to both of them, with reasons. Invite a student to read the example sentences aloud and encourage students to make similar sentences about their own items. Invite pairs to tell the class about their important / unimportant items. Make a note of the important items on the board. You could use the list on the board to ask for a show of hands to find out which items are important to the greatest number of students.

Exercise 2

• Read the Did you know? box with the class. Elicit or explain that the majority of people who live without electricity are in developing countries, especially in parts of Africa and Asia. Ask: How would your life be different with no electricity? What things would be difficult? Elicit a range of answers. If students are struggling for ideas, point out that people with no electricity have to cook on open fires inside their houses, which can cause household air pollution and therefore serious health problems. There is no way to refrigerate food to keep it fresh, so people may become ill. It is also difficult for schools and businesses to operate at times where there is no natural light.

Exercise 3

• Ask students to read the article again and answer the • Check answers with the class. ANSWERS

1 He decided to live without money because he wanted to live a life close to nature and free from money problems. 2 He lives in a cave. 3 She decided to do her experiment because she noticed that her children were online all the time. 4 They couldn’t use a TV, games consoles or a washing machine for two weeks. 5 He got the idea for his experiment from a blog he read. 6 In his opinion, the advantages are that his hair and skin feel and look better now. v Reading extension • Short true / false comprehension task on the article.

Optional activity Divide the class into pairs. Ask them to imagine they are going to interview one of the people mentioned in the text. Tell them that in the case of Susan Maushart, they could plan to interview either Susan or one of her teenage children. Ask students to prepare three or four questions to ask the person. Monitor and help while they are working. Ask students to work in pairs and role-play their interview. Invite some pairs to perform their interviews for the class. Ask other students if they think the answers given are realistic, or what other answers might be more likely.

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• Tell students they are going to find out about three people •

Did you know?

questions in their notebooks.

• Read out the title of the lesson and make sure that students •

the questions in their notebooks. Check answers with the class.

who lived without something. Read through the task with the class and make sure that students understand home comforts.

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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Exercise 4

• Focus students’ attention on the highlighted words in the •

text. Ask students to read the sentences and write the missing words in their notebooks. Check answers with the class.

ANSWERS

1 online 2 offline 6 home comforts

3 disconnected 4 give up 5 ban

v Vocabulary practice • Interactive task to practise the vocabulary.

Exercise 5

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Say it!

• Model pronunciation of the two sounds in isolation • • • •

(/ɑ:/: March, banana, example; /æ/: man, bag, bad, marry), or use the recording to do this. Ask students to copy the words into their notebooks. Play the recording for students to listen and note down the sounds they hear in their notebooks. Alternatively, students could work individually or in pairs to read through the words first and say which sound they think each one contains. They could then listen to check. Check answers with the class. Play the recording for students to listen and repeat. There are follow-up exercises for further practice on page 134.

ANSWERS

/a:/ – are, bath, can’t, charger, drama /æ/ – began, can, channel, hasn’t, travel

Grammar – Indefinite pronouns Aims

v Grammar practice • 1–3 star tasks to practise using indefinite pronouns. Also available on the Tests and Resources Multi-ROM.

Exercise 7

• Ask students to read the sentences and write the indefinite pronouns in their notebooks.

• Check answers with the class. ANSWERS

1 anything 2 someone / somebody

Exercise 8

• Read out the first sentence and elicit the answer as an •

example. Then ask students to write the missing indefinite pronouns in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 anything 2 anyone / anybody 3 something 4 somewhere 5 someone / somebody 6 anyone / anybody 7 someone / somebody 8 anywhere

Exercise 9

• Ask students to read the dialogue quickly, ignoring the gaps, to get the gist of it. Ask: Did Bea have a good holiday? (no)

• Ask students to read the dialogue again and write the correct •

indefinite pronouns in their notebooks. Check answers with the class.

ANSWERS

1 anywhere 2 somewhere 3 anything 4 anywhere 5 anything 6 anyone 7 somebody

• Learn indefinite pronouns. • Complete sentences and a dialogue with indefinite pronouns.

Language in action

7

Aims

Develop competence in linguistic communication.

v Grammar animation • Presentation of indefinite pronouns in context.

Exercise 6

• Invite different students to read the example sentences aloud. • • • •

You could ask students to translate the sentences into their own language to check understanding. Ask students to copy the table into their notebooks and complete it with the correct indefinite pronouns. Check answers with the class. Reinforce the point that we use indefinite pronouns beginning with any in negative sentences and questions: There isn’t anything to do NOT There isn’t something to do. Encourage students to copy some examples into their notebooks to help them remember the grammar.

ANSWERS

1 someone 2 something 3 somewhere 4 anyone 5 anything 6 anywhere

T99

3 anywhere

• Practise using indefinite pronouns.

7 5

Develop competence in linguistic communication. Develop social and civic competence.

Exercise 10

• Read out the gapped sentences and elicit one or two example • •

answers for each. Then ask students to complete the sentences with their own ideas and add reasons. Divide the class into small groups to compare their sentences. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to tell the class something they learned about a classmate.

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 don’t watch many soap operas.

last week. See who watched more than the British average, and who watched less.

Vocabulary, Speaking and Listening

Exercise 2

Aims

• Invite two students to read the questions aloud. Then divide

• • • • •

Learn words for TV programmes. Talk about the kinds of TV programmes people watch. Listen to part of a TV quiz show. Answer questions on the quiz show. Understand new vocabulary in context. 7 Develop competence in linguistic communication. v Vocabulary presentation • Interactive task to present the vocabulary with pictures, definitions and audio. v Vocabulary practice

• 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

• With books closed, ask: What do you usually do in the evenings? • •

Elicit a few answers from students, including watching TV. Ask: How much time do you spend watching TV each day? Find out who in the class watches a lot of TV, and who doesn’t watch much. Ask: Who watched TV yesterday evening? What did you watch? Did you enjoy it? Why? / Why not? Elicit answers from individual students and encourage students to talk about their own experiences and express their opinions.

Exercise 1

• Ask students to read the TV guide and match the programmes

• •

to eight of the programme types in the box. Students can use their dictionaries to help them. Invite a student to read the example sentence aloud, and encourage students to write similar sentences in their notebooks. Check answers with the class and make sure that students understand all the words in the box. Model the pronunciation for students to repeat. Ask students if any of the words for programmes are similar in their language.

ANSWERS

1 2 3 4 5 6 7 8

At Home with the Hiltons is a sitcom. On the Sofa is a chat show. Go for the Gong! is a quiz show. Island Survivor is a reality TV show. A New Look is a makeover show. In the World Today is a news programme. Suspects! is a crime series. This Day in your Life is a soap opera.

Did you know? Read the Did you know? box with the class. Ask: How much TV do you think you watch each week? Elicit a few answers, and then ask students to work out how many hours they spent watching TV

•

the class into small groups to discuss the questions. Monitor and help while they are working. Invite some students to tell the class something about their TV preferences.

Exercise 3

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Audio script pT143

• Tell students that they are going to listen to an extract from a • •

quiz show about TV programmes. Read the question aloud. Play the recording for students to listen and decide which programme in the TV guide is not mentioned. Check answers with the class.

ANSWERS

In the World Today, the news programme.

Exercise 4

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Audio script pT143

• Allow students time to read through the questions, and make • • •

sure they understand everything. Play the recording again for students to listen and answer the questions in their notebooks. Pause the recording as necessary to allow them time to write. Alternatively, students could answer the questions from memory, and then listen again to check their answers. Check answers with the class.

ANSWERS

1 2 3 4 5

Yes, Rani watches a lot of TV. This Day in Your Life is on twice a week. Rani’s mum likes A New Look. Rani has 10 points at the end of the show. Jason is going to take part in next week’s show.

Exercise 5

• Read through the words in the box with the class. Play the • •

recording again if necessary for students to hear the words in context. Ask students to read the dialogue and write the missing words in their notebooks. Check answers with the class. You could ask students to practise the dialogue in pairs.

ANSWERS

1 channel 2 round

3 host

4 episode

5 record

v Vocabulary practice • Interactive task to practise the vocabulary.

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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ANSWERS

Grammar – Quantifiers: some, any, a lot of, much, many, (not) enough

1 a lot of 2 much 7 enough

Aims

3 any

4 many 5 some 6 a lot of

• Learn how to use quantifiers. • Complete sentences and a text using the correct quantifiers.

Language in action

7

• Do a survey about TV and the internet. • Write a short report about the TV habits of the class.

Develop competence in linguistic communication.

v Grammar animation • Presentation of some, any, a lot of, much, many and (not) enough in context.

Exercise 6

Aims

5 4 6

• Read through the list of quantifiers in the heading. Ask •

• • •

students if they can remember any examples of the quantifiers from the recording in exercise 3. Play the recording again if necessary and ask students to write any examples that they hear. Write some examples on the board and check understanding, e.g. I watch a lot of TV. I don’t watch many soap operas. You haven’t got any points. Read through the table with the class, and ask students to copy it into their notebooks. Then ask students to copy the rules into their notebooks, choosing the correct words to complete them. Check answers with the class. 2 many, much 3 any 4 singular

v Grammar practice • 1–3 star tasks to practise some, any, a lot of, much, many and (not) enough. Also available on the Tests and Resources Multi-ROM.

Exercise 7

• Elicit the answer to the first sentence as an example. • Ask students to read the remaining sentences and write the •

correct quantifiers in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Ask students to refer back to the rules to explain their answers.

ANSWERS

1 a lot of 2 some 3 a lot of 4 any 5 enough 7 many 8 enough

6 much

Exercise 8

• Ask students to read the text through quickly, ignoring the

• • •

gaps, to get the gist of it. Ask: What is the writer’s one problem with TV? (there isn’t enough time to watch all the programmes / she’s addicted to TV) Check that students understand addict and addicted to. Model the pronunciation for students to repeat. Ask students to read the text again and write the correct quantifiers in their notebooks. Check answers with the class and discuss the ideas mentioned in the text.

T101

Exercise 9

• Read the task with the class. Then elicit some possible answers • • •

for each question. Elicit some other possible questions that students could ask, e.g. How much time do you spend on social networking sites? Ask students to choose the questions that they want to ask in their survey and write them on a piece of paper, leaving space to write their classmates’ answers. Ask students to speak to at least five classmates to ask and answer their survey questions.

Exercise 10

ANSWERS

1 some

Develop social and civic competence. Develop sense of initiative and entrepreneurship. Develop mathematical competence and basic competences in science and technology.

• Read through the task and example sentences with the class. • Elicit or teach some useful phrases to use in a report, e.g.

• •

Nearly everyone … / Most people … / Some people … / once a week / twice a week / once a month / an hour a week / two hours a week, etc. Write them on the board. Ask students to write their reports in their notebooks. As they finish, allow students to compare their reports in pairs. Ask some students to read out their reports. Conduct class feedback and ask: What surprising things did you find out about your classmates? Elicit a range of answers.

Optional activity Divide the class into small groups and ask them to design a new TV show. Tell them to think first about what kind of show it will be (reality TV show, makeover show, etc.) and then work out the details, e.g. who will be on the show, what the subject will be, how it will be different from other shows, etc. Encourage them to think of a catchy title for their show. Invite groups in turn to present their new show to the class. Encourage other students to ask questions about each show. Have a vote to see which show is the most popular.

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 Reading and Vocabulary Aims

• • • •

Read a blog about teenagers from Canada, Wales and Ghana. Answer questions on the text. Understand new vocabulary in context. Study some false friends. 3 Develop competence in cultural awareness and expression. 7 Develop competence in linguistic communication.

Warm-up

• Focus students’ attention on the map. Elicit what students •

know about Canada, Wales and Ghana. Encourage as many students as possible to join in and share their knowledge. Refer students to the photos of the three young people. Ask: What do you think life is like for each of them? Why?

Culture note Canada Canada is the world’s fourth-largest country by land area, and one of the richest countries in the world. Its capital is Ottawa. European colonization, mainly by Britain and France, began in the sixteenth century, and the country gradually gained full independence during the nineteenth and twentieth centuries. Canada has two official languages, English and French, and prides itself on being ethnically and culturally diverse. The native people of Canada include the Inuit, who live in the far northern parts of the country in communities like Salluit, which is only accessible by air, not by road. Wales Wales is one of the countries of the United Kingdom, located to the west of England. Its capital is Cardiff. It has a population of just over 3 million. The Welsh language had almost died out thirty years ago, but has been successfully revived following its reintroduction into schools. Llanidloes and other parts of Wales have been popular since the 1960s with people from other parts of Britain seeking an alternative lifestyle. Ghana Ghana is a country in West Africa with a population of around 26 million. Reserves of gold and minerals drew merchants from Europe to the area from the fifteenth century onwards, and it remained a British colony until its independence in 1957. The official language is English, but a variety of indigenous languages are also spoken. Ghana has a very young population, with over 55% of people being under the age of 24. Accra is the capital of Ghana. v Reading preparation • Interactive task to pre-teach vocabulary and introduce the topic.

Exercise 1

• Ask students to read the three activities and match them to •

the pictures. Remind students to write in their notebooks. Elicit some ideas, and make sure that students understand all the activities. Don’t check answers at this stage.

Exercise 2

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• Play the recording for students to read and listen to the blog •

and check their answers to exercise 1. Check answers with the class.

ANSWERS

1 B

2 C

3 A

Exercise 3

• Focus students’ attention on the list of information. Ask •

them to read the blog again and write the information in their notebooks. Check answers with the class. Ask: Do you think you would like to live in one of these places? Why? / Why not?

ANSWERS

1 2 3 4 5 6

A camping trip, hunting and ice fishing The community centre A washing machine and three cars Work in a big garden Many Ghanaians don’t have their own cars. Cards and football

v Reading extension • Short reading comprehension on an article about living in Mongolia.

Did you know? Read the information in the Did you know? box with the class. As a class, discuss whether this is true in a lot of countries. Ask: How many languages do people speak in your country or region? Do you know any other countries that have more than one official language? Elicit some ideas, e.g. Spain (Castilian, Catalan, Basque, Galician), Belgium (French, Dutch, German), Morocco (Arabic, French).

Exercise 4

• Focus students’ attention on the highlighted words in the text. • •

With a weaker group, make sure that students understand all the words. Ask students to match the highlighted words to the definitions. Check answers with the class.

ANSWERS

1 urban 5 rural

2 community

3 relatives 4 neighbourhood

v Vocabulary practice • Interactive task to practise the vocabulary.

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Exercise 5 Learn it!

Exercise 7

• Invite a student to read the two sentences aloud. Elicit how

• Invite a student to read the example sentences aloud.

•

• •

students would say them in their own language. Point out that parents is a false friend in English because it looks like the Spanish word parientes, but in fact means ‘mother and father’. Explain that in English, relatives means the same as the Spanish parientes. Remind students to make a note of false friends when they come across new vocabulary. Ask students to note down the two words in the Learn it! box, with examples, to remind them of the meanings.

Language in action Aims

• Compare the lives of the teenagers in the blog with students’ own lives.

• Write sentences about students’ own neighbourhood.

5 3

Develop social and civic competence. Develop competence in cultural awareness and expression.

• • •

v Culture video: Rural Wales • Duration: 3.07 minutes • Topic: The importance of learning Welsh. • Video worksheets to accompany this video are available on the iPack Resources tab.

Focus on … Geography • Read the question with the class and discuss what the answer

Exercise 6

• Invite different students to read the questions aloud and elicit • •

a few example answers. Divide the class into pairs to ask and answer the questions. Ask them to note down their partner’s answers. Monitor and help as necessary. Invite some students to tell the class something they learned about their partner.

Brainstorm some other words to describe neighbourhoods and write them on the board, e.g. quiet, busy, lively, multicultural, safe. Ask students to write their sentences individually. Monitor and help while they are working. Invite some students to read their sentences to the class. If other students live in the same neighbourhood, ask: Do you agree? Why? / Why not? Conduct class feedback, praising good use of the target language and correcting any errors.

•

is likely to be and why. Don’t confirm the answer at this stage. Ask students to do the CLIL extension on page 130.

Further practice Reading, Workbook page 68 CLIL worksheet Unit 8, Tests and Resources Multi-ROM

Optional activity With their books closed, ask students if they noticed the size of the population in each of the places in the blog. Elicit students’ suggestions and write them on the board. See who is the closest in each case. Ask: What is the population of your town / city? Which is the most populated city in your country? How many people live there? Is it one of the largest cities in Europe? What are the five largest cities in Europe? Divide the class into small groups to discuss the questions. Encourage them to guess the answers that they are not sure about. If students have access to the internet, you could set a challenge to see which group is the first to find out the answers.

Culture note Taking into account surrounding suburban areas, the largest cities in Europe are Moscow and Istanbul, with approximate populations of over 11 million people. This is followed by Paris, with 10.5 million, London with 9 million and Madrid with 6.5 million.

T103

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8.4 Practical English

7 brave 8 finish her homework

Listening and Speaking

Exercise 4

Aims

• Ask students to find the information in the pictures to work

• Listen to a conversation between two teenagers agreeing what to do. • Complete sentences based on the conversation. • Learn functional language for making compromises and polite requests. • Practise making compromises and polite requests. 7 Develop competence in linguistic communication.

• With books closed, ask: What do you enjoy doing with your friends in your free time? Elicit a few answers, and then ask: What do you do if your parents want you to do chores? What about if you want to do something and your friends want to do different things? Do you sometimes have to persuade other people? How do you agree? Elicit a range of answers.

Exercise 1

• Focus attention on the picture. Ask the question and elicit the answer. Ask: Do you like skateboarding? Do you go to skate parks sometimes? ANSWER

He wants to go to the community skate park. $ 2.31

Audio script pT143

• Focus students’ attention on the two pictures and elicit what

•

Max and Ruby are doing in each one. Point out the note on the computer monitor and elicit that it is to remind them to buy these things. Elicit or explain that we often refer to a newspaper as just a paper. Tell students that they are going to listen to the family’s conversation. Play the recording for students to listen and decide which picture is correct.

A $ 2.31

Audio script pT143

• Allow students time to read the sentence beginnings. • Play the recording again for students to listen and complete • •

the sentences in the notebooks. Pause the recording as necessary to allow them time to write. Alternatively, students could complete the sentences from memory, and then listen again to check. Check answers with the class.

ANSWERS

1 2 3 4 5 6

Exercise 5

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• DICTATION. Tell students that you are going to play a • Play the recording, pausing where necessary. You may need to • • •

play it more than once. Ask students to order the sentences they have written into a dialogue. With a weaker group, you could check the sentences from the dictation and write them on the board, and then ask students to order them into a dialogue. Don’t check answers at this stage.

Exercise 6

$ 2.33

• Play the recording for students to listen and check their answers. • Write the completed dialogue on the board for students to check punctuation and spelling, or invite different students to do this. ANSWERS

Not right now. I’ll do it later. 4 OK – I won’t be long. I promise I’ll go after this. 6 We need some detergent before I can put on the washing machine. 3 Could you go to the shop for me, please? 1 What’s so important? I want to watch this programme. 2 You always say that. 5

Optional activity

ANSWER

Exercise 3

ANSWERS

The skate park is open daily / every day. It’s Sunday, so the skate park closes earlier (at 6.00 p.m.).

recording and they should write down exactly what they hear.

Warm-up

Exercise 2

•

out the answers to the questions. Check answers with the class.

Focus on the completed dialogue on the board from exercise 6. Divide the class into pairs and ask them to practise it. Tell students you are going to remove some of the words, and they will then practise the dialogue again. Remove some key words from each sentence and ask students to practise again in their pairs. Repeat the procedure, removing more words from each sentence and asking students to practise again. Continue until there are only one or two words left in each sentence. See which pairs can still perform the dialogue perfectly!

finish her homework / write a story for her English homework tidy his room feed Frodo, go to the shop milk and a paper closed watch TV at home

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Exercise 7

• Ask students to read the dialogue through quickly, ignoring

•

the gaps, to get the gist of it. Then ask them to read it again and write the missing words in their notebooks. Monitor and help while they are working. Check answers with the class. Invite two confident students to read the completed dialogue to the class. Alternatively, you could ask students to practise the dialogue in pairs.

ANSWERS

1 2 3 4 5 6 7 8 9

use the computer Not right now not fair so important I need to be long say that a deal do it now

• Ask students to practise their dialogues in pairs. Monitor and • •

help as necessary. Invite some students to perform their dialogues for the class. Conduct class feedback, praising good use of the target language and correcting any errors.

Optional activity Ask students to swap roles and practise another dialogue with a situation they did not choose in exercise 9. This time, encourage students to go straight into the dialogue without preparing it first. Encourage them to imagine they are in the role, and to speak in a natural way if possible. Monitor while students are working, and note down any common errors to feed back on at the end.

Exercise 10

• Play the video for students to watch and interact with. v Interactive video

Exercise 8

• Read the rule with the class, and invite a student to read the • •

example sentences aloud. Elicit some more examples of polite requests, e.g. Could I use your tablet, please? Could you tell me the time, please? Elicit or teach the difference between the verbs lend and borrow. If students aren’t familiar with them, write several examples of each on the board and ask students if they can work out the difference, e.g. Could I borrow your magazine, please? Could you lend me some money, please? Could I borrow your CD player, please? Could you lend me your black jacket, please?

Language in action Aims

• Learn functional language for making compromises and polite requests. • Practise making compromises and polite requests. 5 Develop social and civic competence. 7 Develop competence in linguistic communication. 1 Develop digital competence.

Kit’s travels: Unit 8 Episode 8: Kit, Nathan, Poppy and You have a picnic before finding the old tree. You plan a party for Kit’s birthday. • Duration: 8.20 minutes • Topic: A picnic in the park. • Task: ‘Your turn’ – ask your parents if you can have a party. Interactive – find out facts about Elizabethan orchards. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice Students can work in pairs or small groups to practise the dialogue on the iPack.

Further practice Functional language, Vocabulary reference, Workbook page 114 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

v Speaking preparation • Interactive task to re-order a dialogue.

Exercise 9

• Read through the phrases in the Functional language box with

• •

the class, and make sure students understand everything. Elicit that we use Could I / you … ? to make polite requests, and that the other phrases are all used for responding to requests. Read through the task with the class, and then invite different students to read the situations aloud. Make sure that students understand everything. Divide the class into pairs and ask them to choose one of the situations and prepare a dialogue. Monitor and help while they are working.

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Exercise 3

8.5 Writing a report

• Go through the first sentence with the class and elicit the

Aims

• Read a model report. • Learn to use phrases expressing quantity. • Do a survey and write a report on the results.

7 6 4

• •

Develop competence in linguistic communication. Develop mathematical competence and basic competences in science and technology. Develop sense of initiative and entrepreneurship.

answer as an example. Ask students to read the remaining sentences and write the correct options in their notebooks Check answers with the class.

ANSWERS

1 all of us

2 Most 3 some

4 just half a day

v Language practice • Interactive task to practise expressing quantity.

Model text

Optional activity

Exercise 1

Ask students to look at the model text again. Ask: How many paragraphs are there? (four) What does the first paragraph do? (introduces the survey and says what it does) How does the final paragraph end? (with a conclusion) What does each middle paragraph do? (reports the results of one question) Discuss the answers with the class and point out to students that they will use this paragraph structure when they write their own reports.

• Focus students’ attention on the model text and ask: Where • •

• • • •

can you read reports? (in newspapers and magazines) What kind of information can you find in them? (facts about a topic) Elicit or explain that people often write a report to explain the results of a survey. Read the title of the report aloud and make sure that students understand luxuries. Ask students what facts they might expect to find in this report, e.g. what luxuries are important to people, what luxuries they can live without. Point to the gaps A–C in the text and explain that the questions from the survey are missing. Read through the questions in exercise 1 with the class. Explain that there are five questions here, but only three are needed in the report. Ask students to read the model text and choose three questions to complete the gaps. Check answers with the class.

ANSWERS

A 2

B 5

Writing task v Writing preparation • Interactive task to categorize questions.

Exercise 4

• Tell students they are going to do a survey and write a report •

C 4

Look at language – Expressing quantity Exercise 2

• Focus students’ attention on the highlighted phrases in the • • •

text and point out that all refers to the largest quantity. Ask: Which phrase refers to the smallest quantity? (one or two) Ask students to order the remaining phrases. Check answers with the class, and make sure that students understand all the phrases. Encourage students to copy some of the sentences with the phrases into their notebooks, or to write their own example sentences to help them remember how to use the phrases.

ANSWERS

1 all 2 most 7 one or two

3 more than half 4 half

5 some

6 a few

• •

on their findings. Read the task aloud. Focus students’ attention on each topic in turn and brainstorm some possible questions for each one. You could write some general question frames on the board to give students ideas, e.g. How important is … to you? What are your favourite … ? How often do you … ? What … would you like to … ? Is there anything you would like to change about … ? Ask students to write three questions for their surveys on a piece of paper, leaving plenty of space for their classmates’ answers. Monitor and help while they are working. Allow students to get up and move around the classroom, asking and answering questions with different students. Set a time limit, and tell students they should question between ten and fifteen people. You could join in the activity, allowing students to question you. These notes continue on page T107.

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The following notes refer to material on Student’s Book page 106.

• Alternatively, this could be done as a written survey. Ask

•

students to write their name on the sheet with their survey questions. They should then pass their survey questions to the student sitting next to them. This student should write their answers to the three survey questions, and then pass it on to the next student. Continue in this way, with the survey questions going around the classroom, until between ten and fifteen people have answered each survey. The survey sheets can then be returned to the students who wrote them.

Exercise 5

• Give students time to go through their results and plan the

• • • •

main points of their reports. Students could work in pairs for this, helping each other to read the answers to their survey questions and pull out the important facts. Monitor and help while they are working. Go through the paragraph plan with the class and make sure students understand that they should structure their reports in this way. Ask students to write their reports. If they do this in class, go round giving help and encouragement. Encourage them to use a variety of phrases to express quantity. Invite some students to read their reports to the class. Their classmates can listen and say what they find most surprising in the report. Alternatively, students could work in pairs to read their partner’s report. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used a range of phrases for expressing quantity.

Further practice Writing, Workbook page 69

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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. Make sure your students use the extensive course material provided. This includes: • Student’s Book: – Unit 8 Review, page 107 • 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 (Everyday items and TV programmes).

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Exercise 4

Review Reading Exercise 1

• Tell students they are going to read a text about a family that

• • •

decided to stop using all technology from after 1986. Focus students’ attention on the photo and ask: What technologies do you think they had to stop using? Do you think they enjoyed the experience? Why? / Why not? Elicit a few ideas. Ask students to read the text quickly, ignoring the gaps, to get the gist of it. Ask: Is the family happy now? (yes) Then ask students to read the text again and write the missing words in their notebooks. Ask students to work in pairs and discuss their answers. Alternatively, ask students to work individually and then compare their answers in pairs before checking them with the class.

• •

ANSWERS

1 The forest fire is in south-east Australia and it started when someone lit a barbecue and forgot to put it out. 2 It will be warmer in the south. There will be rain in the south in the evening. 3 She needs to talk to the police (but she’s worried because she doesn’t know what Sean will do if she tells the police). 4 The final round of the quiz show is about music. 5 The lion is in the trees / between two trees up ahead.

Exercise 5

• Invite a student to read the example description aloud, and elicit the type of programme (a quiz show).

• Ask students to read the text again and complete the sentences in their notebooks. Check answers with the class.

•

ANSWERS

1 it’s the year when they were born 2 they were always online 3 they had them in 1986 / there were fridges and hair dryers in 1986 4 they’ve got an old 1986 TV set 5 they disconnected the internet 6 there’s more talking

Listening $ 2.34

Exercise 6

• Read through the task with the class. Then read through the •

Audio script pT144

•

short description of each programme type to make sure that students understand them all. Elicit some words that students might hear for talking about each type of programme, e.g. cookery programme – food, recipe, delicious. Tell students that they are going to listen to extracts from five different TV programmes. Play the recording for students to listen and write the five programmes in their notebooks. Check answers with the class. Ask: Which programme did you find most interesting? Why?

programme they know. Explain that both students should write the description in their notebooks. Monitor and help while they are working. Now ask students to swap partners. Ask them to work in their new pairs to read their descriptions to each other and guess the programmes. Students can repeat with a new partner for more practise.

Writing

• Read through the types of programmes in the box and elicit a

•

the questions in their notebooks. Pause the recording as necessary to allow them time to write. Alternatively, students can answer the questions from memory, and then listen again to check. Check answers with the class.

• Divide the class into pairs to prepare a description of a TV

Exercise 2

Exercise 3

Audio script pT144

Speaking

ANSWERS

1 something 2 ban 3 online 4 enough 5 anything 6 smart phones 7 give up 8 home comforts 9 hair dryers 10 phone charger 11 episodes 12 soap opera 13 many 14 channels 15 disconnect 16 anyone

•

$ 2.34

• Allow students time to read the questions. • Play the recording again for students to listen and answer

• •

things in the box, reminding students of the pronunciation as necessary. Make sure that students understand them all. Invite a student to read the example sentences aloud. Elicit some more example sentences about some of the other things in the box. Ask students to write their sentences in their notebooks. Monitor and help as necessary while they are working. Conduct class feedback and invite some students to read their sentences to the class. Praise good use of target language and correct any errors.

Further practice Review, Workbook pages 70–71 Unit 8 Tests, Tests and Resources Multi-ROM

ANSWERS

1 news programme 2 weather forecast 3 soap opera 4 quiz show 5 wildlife show

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Bright ideas Unit summary

Exercise 1

• Focus students’ attention on the pictures and elicit a

Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Street objects: bench, bike rack, bin, bus stop, fence, lamp post, motorway, pedestrian crossing, phone box, post box, steps Kitchen gadgets: egg cup, fork, jug, kettle, knife / knives, mug, plate, spoon, timer, tin opener, toaster Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) bright (adj), humorous (adj), massive (adj), unexpected (adj), unwanted (adj) pack (v), put on (v), serve (v), set, (v), turn over (v) giant (adj), light up (v), transform (v), vivid (adj)

• •

ANSWERS

1 D

Warm-up Aims

T109

4 E

5 A

• • •

pronunciation where necessary. Make sure that students understand them all. Point to object A and ask: What do you think about this idea? Elicit some opinions using the adjectives. Divide the class into pairs to discuss the items and their opinions of them. Ask students to try to agree on which item is the most useful, and which is the craziest. Invite pairs in turn to tell the class which item they think is the most useful and why, and which is the craziest. Encourage other students to agree or disagree with the opinions expressed.

Optional activity Divide the class into pairs or small groups. Tell them they are sales people who work for the company that makes these products. Ask them to choose one of the products and prepare a short speech in which they present the product and persuade their classmates that they need to buy it. You could allocate the products to different pairs or groups, to ensure that students don’t all choose the same one. Monitor and help while students are working. Invite pairs or groups in turn to present their product to the class. When all the presentations have finished, ask students to vote for the most persuasive presentation. Ask students which product they would be most and least likely to buy.

Exercise 3

• Play the video for students to watch.

• Talk about what some innovative products are for. • Discuss your opinion of the products.

5 3

3 B

• Read through the adjectives with the class, modelling the

Functional language Organizing a party (practised and tested in 1–3 star tasks and tests) Asking for help Who’s going to / ’s in charge of / wants to / can … ? Do you mind if … ? Can anyone … ? Offering to help Can I do anything? I’ll help you (with) … Other Have we forgotten anything? I’m in charge of … That’s a big help. / That’s really kind of you. It’s all under control. There’s a lot to do.

2 C

Exercise 2

Grammar Reflexive pronouns: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves Question tags

description of each object. Make sure that students know the vocabulary they need to describe the objects, e.g. umbrella, teddy bear, banana. Invite a student to read the example aloud. Point out that it matches photo F. Ask students to read the remaining descriptions and match them to the objects. Allow students to compare their answers in pairs before checking them with the class.

Develop social and civic competence. Develop competence in cultural awareness and expression.

v Video: Water glasses • Duration: 3.05 minutes • Topic: Bringing glasses to Africa. • Task: Answer the questions at the end of the video. • Video scripts are available on the iPack Resources tab.

Unit 9

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9.1 It opens itself when it starts to rain Vocabulary and Reading Aims

Exercise 2

•

street objects. • Answer questions on the text. • Understand new vocabulary in context. 7 Develop competence in linguistic communication. 3 Develop competence in cultural awareness and expression.

A B C D

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

discuss which objects from exercise 1 they can identify in the photos. Ask them to write these in their notebooks. Then play the recording for students to read and listen and check their answers. Check answers with the class.

•

• Learn words for street objects. • Read and listen to a text about innovative designs of

v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio.

$ 3.01

• Read the task with the class and divide the class into pairs to

ANSWERS

bike rack bench street light phone box

Exercise 3

$ 3.01

• Invite different students to read the questions aloud. Make sure that students understand everything. Play the recording again if necessary. Alternatively, students can answer the questions from memory, and then read and listen again to check their answers. Check answers with the class.

• • •

ANSWERS

Warm-up

• With books closed, give the name of one of the main streets

• •

•

in the students’ town or city, which they all know. Ask students to imagine they are in this street. Ask: What can you see? Elicit a few ideas, and prompt students to mention small things they can see in the street, as well as big things, e.g. street signs, benches, etc. Divide the class into pairs and give them two minutes to write down as many things as possible that they can see in that street. They can use their dictionaries to help them. Find out which pair or group wrote the most words and invite them to read out their list. Write them on the board and then invite the rest of the class to add any other items. Make sure that students understand everything. Ask students to open their books. Ask them to look at the photos on page 110, and ask: Do you see any things like these in your town or city? Elicit a range of answers.

Exercise 1

• Read through the list of street objects in the box with the class and make sure that students understand them all.

• Ask students to read the questions and answer them. • Alternatively, divide the class into pairs and ask them to use •

their dictionaries to check the meaning of the words in the box and answer the questions. Check answers with the class.

ANSWERS

1 2 3 4 5 6

a pedestrian crossing a lamp post a post box a motorway a fence a bench

1 2 3 4 5 6

B D C B A C

Optional activities

• Ask students to look at the four objects in the text again. Ask

•

them to decide which one they would most like to see in their town or city. Divide the class into pairs to compare their ideas and agree on one object they would both like to see in their city. Put pairs together into groups of four to discuss their choices and agree on an object. Ask groups in turn to tell the class which object they have chosen and why. Refer students back to the street objects in exercise 1. Say: You can sit on it. Ask students to guess the object you are describing (a bench). Divide the class into pairs and ask them to write three similar descriptions of the objects, and then ask them to close their books. Ask pairs in turn to read their descriptions aloud for their classmates to guess the objects. You could do this as a game, awarding a point to the first pair to guess correctly each time.

v Reading extension • Short reading comprehension on a text about recycling chewing gum.

Further practice Language summary, Student’s Book page 119 Vocabulary, Workbook page 72 Vocabulary reference, Workbook pages 118–119 Vocabulary worksheets, Tests and Resources, Multi-ROM

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Exercise 4

• Focus students’ attention on the highlighted words in the text. With a weaker group, check that students understand all the words. Ask students to match the highlighted words in the text to the words and phrases with similar meanings. Have them write the answers in their notebooks. Check answers with the class.

• •

ANSWERS

1 humorous 2 unwanted 3 bright 4 unexpected 5 massive

Optional activities

• Ask students to write example sentences using the

•

highlighted words in the text. Monitor and help while they are working. Ask students in turn to read their sentences to the class, omitting the target word, e.g. The building was so _____ that we couldn’t see the top of it. See if other students can guess the missing words. If your students are particularly creative, you could put them into groups and refer them back to the street objects in the box in exercise 1. Ask them to choose one and design a new, exciting version of it. They can write a description and draw a picture. Invite groups in turn to present their ideas to the class. The class could vote for the best idea.

v Vocabulary practice • Interactive task to practise the vocabulary.

Grammar – Reflexive pronouns

v Grammar practice • 1–3 star tasks to practise using reflexive pronouns. Also available on the Tests and Resources Multi-ROM.

Exercise 6

• Read the first sentence aloud and elicit the answer from the class as an example.

• Ask students to write the missing reflexive pronouns in their notebooks. Check answers with the class.

•

ANSWERS

1 myself 2 ourselves 3 itself 6 themselves

4 yourselves

5 herself

Exercise 7

• Ask students to read the texts quickly, ignoring the gaps, to get the gist of them. Elicit which stories are shown in the photos (the second and fourth). Ask students to read the texts again and complete them with the correct reflexive pronouns. Allow students to compare their answers in pairs before checking them with the class.

• •

ANSWERS

1 yourself

2 themselves 3 itself

4 himself

5 yourself

Language in action Aims

• Practise using reflexive pronouns.

7

Develop competence in linguistic communication.

Aims

Exercise 8

• Learn reflexive pronouns. • Complete sentences and a text with reflexive pronouns.

• Invite a student to read the example sentence aloud, and elicit

7

Develop competence in linguistic communication.

v Grammar animation • Presentation of reflexive pronouns in context.

• •

Exercise 5

• Read through the example sentences with the class and

• • • •

make sure that students understand them. You could ask students to translate the sentences into their own language, to check understanding. Read the rule aloud and check that students understand everything. Ask students to copy the table into their notebooks and complete it with the correct reflexive pronouns. Check answers with the class. Point out that the use of reflexive verbs is not always the same in Spanish and English, e.g. Spanish ducharse is translated into English as have a shower, NOT shower yourself.

ANSWERS

1 yourself 2 himself 3 herself 4 itself 5 yourselves 6 ourselves 7 themselves

T111

• •

one or two more examples. With a weaker group, elicit an example for each verb in the box. Ask students to write their sentences in their notebooks. Monitor and help while they are working. As they finish, encourage students to compare their sentences in pairs. Ask some students to read their sentences to the class. Conduct class feedback, praising good use of the target language and correcting any errors.

Optional activity Ask students to write three questions to ask a partner, using the verbs in exercise 8. Monitor and help while they are working. Divide the class into pairs to ask and answer their questions. Invite some students to tell the class something they learned about their partner.

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

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9.2 It’s clever, isn’t it?

v Listening preparation • Interactive task to pre-teach vocabulary from the listening.

Vocabulary and Listening

Exercise 3

Aims

• Focus on each object in turn and ask students what they think

• • • • •

Learn words for kitchen gadgets. Talk about the kitchen gadgets in the home. Listen to some adverts for kitchen gadgets. Answer questions on the adverts. Understand new vocabulary in context. 7 Develop competence in linguistic communication. 2 Develop competence in learning to learn. v Vocabulary presentation • Interactive task to present the vocabulary with pictures and audio. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Warm-up

• With books closed, ask: What things can you find in your kitchen •

at home? Elicit a few answers and then divide the class into pairs. Give them two minutes to write a list. Invite the pair who wrote the most words to read their list aloud. Write it on the board and invite the rest of the class to add any other items. Leave the list of words on the board.

Exercise 1

• Read through the mind map with the class. Ask students to •

copy it into their notebooks and complete it with the words in the box. Point out the example, timer. Check answers and model the pronunciation.

ANSWERS

$ 3.02

Audio script pT144

they are for. Elicit ideas, but don’t confirm them at this stage.

• Tell students that they are going to listen to some radio

•

advertisements. Ask students to write numbers 1–6 in their notebooks. Play the recording for students to listen and write the letters for the photos in the order they hear them. Check answers with the class.

ANSWERS

1 E

2 F

3 A

Exercise 4

4 D

$ 3.02

5 B

6 C

Audio script pT144

• Allow students time to read through the questions. • Play the recording again, pausing as necessary, for students to • •

listen and answer the questions in their notebooks. Alternatively, students could answer the questions from memory, and then listen again to check their answers. Check answers with the class.

ANSWERS

1 The spork is useful because it’s light to carry and easy to fit into a bag, and you can use it as a fork or a spoon. 2 It will show a relaxing picture of swimmers in the sea. 3 You need a smart phone to operate an iKettle. 4 The thumb plate is a good idea for parties because you can serve finger food and your guests won’t drop the plate. 5 You put the bread and the sausages in the toaster and set the timer for a few minutes. 6 You can use it as an egg timer and an egg cup.

Exercise 5

• Read through the words in the box. Play the recording again if necessary for students to hear the words in context. Ask students to read the sentences and write the missing words in their notebooks. Check answers with the class.

electrical appliances – kettle, timer, toaster for cooking and preparing food – timer, fork, knife, spoon, tin opener, toaster for eating / drinking with – egg cup, fork, knife, mug, plate, spoon containers for drinks – jug, mug

•

Exercise 2

v Vocabulary practice • Interactive task to practise the vocabulary.

• Read the task aloud. Then point to the words on the board •

from the Warm-up activity, and ask students to add the words to their mind maps. Discuss the answers with the class.

Optional activity

•

ANSWERS

1 pack

2 set

3 Turn over

4 put on

5 serve

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

Play a game to practise the vocabulary. Divide the class into two teams, and have each team nominate a student to come to the front of the class. Show a word to both students, who should each start drawing the object on the board. The first team to guess the object correctly gets a point. Change artists and continue until you have practised all the words.

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Exercise 9

Grammar – Question tags Aims

• Learn how to use question tags. • Complete questions and some adverts with the correct question tags. 7 Develop competence in linguistic communication.

• Elicit or explain that question tags are added to the end of a

•

statement to turn it into a question. Read the information in the box with the class. Ask students to choose the correct options and copy the rules into their notebooks. Students could work in pairs for this. Encourage them to look back at the examples in the table in exercise 6 to help them decide on the correct options. With a weaker group, read out the rules and elicit the answers, and then ask students to copy the rules into their notebooks. You could play the audio from exercise 3 again and ask students to note down all the question tags they hear.

ANSWERS

1 a negative 2 an affirmative 4 the same as 5 can

• •

ANSWERS

Exercise 6

•

3 the same, a form of ‘do’

Rising intonation is used for a real question, and falling intonation is used to ask for confirmation.

Exercise 10

• Ask students to read the adverts quickly, ignoring the gaps, to get the gist of them. Elicit the names of the items pictured.

• Ask students to read the adverts again and write the missing words and question tags in their notebooks. Check answers with the class. Ask: Which gadget do you think is most useful? Why? Elicit a range of answers.

•

ANSWERS

1 isn’t it 2 can’t you 3 don’t you 4 isn’t it 6 can’t you

Language in action • Write an advert for an everyday kitchen object. • Practise writing a question tag.

Exercise 7

7 4

• Read through the headings in the table with the class,

Exercise 11

• •

eliciting or pointing out that affirmative sentences have a negative question tag and vice versa. Do one or two examples with the class. Ask students to copy the table into their notebooks and complete it with the correct words. Allow students to compare their answers in pairs before checking them with the class. With a weaker group, do this activity with the whole class, helping students as necessary. 4 can’t 5 are

6 have

Exercise 8

• Read the first sentence aloud and elicit the question tag from the class as an example.

• Ask students to copy the sentences into their notebooks and •

complete them with the correct question tags. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 haven’t you 2 is he

T113

Develop competence in linguistic communication. Develop sense of initiative and entrepreneurship.

• Read through the task with the class. Invite a confident •

•

ANSWERS

1 aren’t 2 doesn’t 3 haven’t

5 is there

Aims

v Grammar practice • 1–3 star tasks to practise using question tags. Also available on the Tests and Resources Multi-ROM.

•

Say it!

students to read and listen. Point out the arrows indicating the intonation for the question tag. Play the recording again, pausing for students to repeat. Discuss with the class which is a real question and which is asking for confirmation. There are follow-up exercises for further practice on page 134.

•

v Grammar animation • Presentation of question tags in context.

• •

$ 3.03

• Focus attention on the Say it! box. Play the recording and ask

• •

student to read the example advert aloud, using suitable ‘advertising’ intonation. Elicit some ideas for gadgets and everyday objects that could be improved. If students are struggling for ideas, mention some objects and gadgets, e.g. a pen or a calculator, and ask: How could you improve this? Encourage students to use their imaginations. Ask students to write their adverts. They could work in pairs for this. Monitor and help while they are working. Invite students in turn to read their adverts to the class. Ask other students to comment on the proposed improvements. Conduct class feedback, praising good use of the target language and correcting any errors.

Further practice Language summary, Student’s Book page 119 Grammar, Workbook page 75 Grammar reference, Workbook pages 116–117 Grammar worksheets, Tests and Resources Multi-ROM Pronunciation, Student’s Book page 134

3 do you 4 can’t she 5 doesn’t it

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Reading and Vocabulary

v Reading extension • Short reading comprehension on a text about a sound and light show in Hong Kong.

Aims

Exercise 4

9.3 Around the world

• Read an article about a festival in Sydney, Australia. • Answer questions on the article. • Understand new vocabulary in context.

3 7

Develop competence in cultural awareness and expression. Develop competence in linguistic communication.

• Focus students’ attention on the map. Elicit what students know about Australia. (See Culture note on page T115.) Encourage as many students as possible to join in and share their knowledge. Focus on Sydney on the map. Elicit or explain that Sydney is not the capital of Australia; Canberra is the capital, but Sydney is the country’s largest city.

v Reading preparation • Interactive task to pre-teach vocabulary and introduce students to the topic.

Exercise 1

• Focus students’ attention on the photos and elicit or explain •

that Vivid Sydney is an annual festival in Sydney. Read the question aloud and elicit a range of answers, but don’t confirm any answers at this point.

Exercise 2

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• Play the recording for students to read and listen and check •

their answers to exercise 1. Check answers with the class.

ANSWERS

Watch displays of light and interactive art works, ‘paint’ Sydney Harbour Bridge with light, buy food and products at the night markets, watch street theatre, see light sculptures, play Noughts and Crosses on a giant screen, watch a water show, go to musical performances

Exercise 3

• Give students time to read the sentences. Then ask them to read •

• •

Warm-up

•

• Focus students’ attention on the highlighted words in

the article again and correct the mistakes in the sentences. Ask them to write the correct sentences in their notebooks. Check answers with the class.

•

the article. With a weaker group, make sure that students understand all the words. Read out the first sentence and focus on the word vivid. Ask students to find another highlighted word with a similar meaning. (brilliant) Ask students to write the remaining pairs of highlighted words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

light up – illuminate transform – change large-scale – giant brilliant – vivid

Exercise 5

• Ask students to read the sentences and write the missing •

words in their notebooks. Check answers with the class.

ANSWERS

1 transform 2 light up 3 vivid

4 giant

v Vocabulary practice • Interactive task to practise the vocabulary.

Optional activity Elicit the various events and shows at the Vivid Light festival and write them on the board (interactive artworks, Sydney Harbour Bridge, night markets, light-art sculptures, digital Noughts and Crosses, Vivid Aquatique, Vivid Live). Divide the class into pairs and ask them to imagine they are in Sydney for the festival. Ask them to discuss all the events listed on the board and decide on three that they would like to go to. Invite pairs in turn to tell the class which events they chose and why. See which are the most popular events overall. Students could also imagine that they attended one of the events and write a blog entry like the ones written by J_Hugo and LolaO. Invite some students to read their blog entries to the class.

ANSWERS

1 Visitors can paint Sydney Harbour Bridge with interactive lighting technology. 2 There are games to play on a giant screen in Bradfield Park. 3 There is one water performance every hour. 4 A wide range of musical genres is played during the festival. 5 Hugo went to the festival last year. Lola goes every year.

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Did you know?

Exercise 6

• Read the information in the Did you know? box with the class.

• Read through the questions with the class and elicit a few

Ask: Are there any sound and light shows in your country or area? What buildings in your town or city would look good illuminated?

•

Culture note Australia Australia is the largest island, the smallest continent and the sixth-largest country by area in the world. However, it ranks only fifty-sixth in the world for population, with a population of about 22.5 million. More than 80% of the people live within 100 km of the coast, with much of the interior being very hot and dry. The country was inhabited by native Australians for around 40,000 years before the British arrived in the eighteenth century. The country was used by the British as a penal colony until the middle of the nineteenth century, with people being ‘transported’ to Australia for minor crimes such as poaching, as well as for more serious crimes. Australia has had a completely independent government since 1901, but the British monarch is still the head of state. Famous modern Australians include singer Kylie Minogue and actors Russell Crowe and Nicole Kidman. Sydney Sydney is built on a large natural harbour. It is the capital city of the state of New South Wales, which was originally founded by the British as a penal colony. Sydney is one of the most multicultural cities in the world, with a thriving economy and cultural life. Its natural features include the harbour and Bondi Beach, which is famous for its surfing. The Sydney Harbour Bridge connects the city centre to the north shore of the harbour. Opened in 1932, it is 503 metres long, 49 metres wide, and 134 metres high (measuring from the top of the bridge to the water level). It carries road, rail and pedestrian traffic. The Sydney Opera House is another iconic structure in Sydney. Designed by a Danish architect, it opened in 1973 and is one of the most distinctive buildings in the world. As well as the main concert hall, it also has a range of smaller theatres for plays and other live performances. Vivid Sydney Vivid Sydney is an annual cultural event which includes spectacular light installations as well as musical performances and talks by creative thinkers from around the world.

•

example answers. Divide the class into small groups to ask and answer the questions. Encourage them to discuss different local or national festivals if possible. Monitor and help while students are working. Invite some students to tell the class about a festival in their region.

Exercise 7

• Read through the task with the class and make sure students

•

• •

understand what they have to do. Encourage students to think of a good name for their festivals, to make them attractive to young people. Divide the class into pairs or small groups to plan their festivals and write a description of them. Encourage them to use their imaginations and plan a really spectacular festival. Monitor and help while students are working. Invite pairs or groups in turn to present their festivals to the class, using the description they have written. Encourage other students to respond and ask questions. As a class, discuss the best ideas for a festival in the students’ region.

v Culture video: Graffiti life

• Duration: 3.14 minutes • Topic: Street artists for hire. • Video worksheets to accompany this video are available on the iPack Resources tab.

Focus on … Science • Read the sentences with the class and discuss whether •

the students think they are true or false. Don’t confirm the answers at this stage. Ask students to do the CLIL extension on page 131.

Further practice Reading, Workbook page 76 CLIL worksheet Unit 9, Tests and Resources Multi-ROM

Language in action Aims

• Discuss the Vivid Sydney festival. • Plan a similar festival for your region and write a description of it for a website. 4 Develop sense of initiative and entrepreneurship competence. 3 Develop competence in cultural awareness and expression. 6 Develop mathematical competence and basic competences in science and technology.

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9.4 Practical English

The following notes refer to material on Student's Book page 117.

Listening and Speaking Aims

• • • •

Listen to a group of people organizing a party. Complete sentences based on the conversation. Learn functional language for organizing a party. Practise organizing a party. 7 Develop competence in linguistic communication. 5 Develop social and civic competence. 4 Develop sense of initiative and entrepreneurship. 1 Develop digital competence.

Warm-up

Exercise 2

• •

•

• With books closed, ask: When was the last time you went to a party? What were you celebrating? Elicit a few answers, and then ask: Who organized the party? Do you ever help to organize parties? What kinds of things do you have to think about when you organize a party? Elicit a range of answers.

Exercise 1 question aloud, and elicit the answer from the class.

•

students to describe each photo in detail, e.g. What are the people doing? Where are they? Do they look happy? Why? As a class, discuss how the photos relate to the idea of an opening party at the community centre. For example, ask: What do you think the people in the office are talking about? Why do you think the people are painting a wall? Elicit a range of answers, and encourage students to speculate.

ANSWER

The community centre is having a party for its opening.

Audio script pT144–T145

understand launch party (a party to celebrate the opening or start of something). Allow students time to read through the invitation. Elicit what kind of information is missing in each gap, e.g. gap 1 will be a time, gap 2 a place, etc. Tell students that they are going to listen to part of a meeting of the organizers of the community arts centre launch party. Play the recording for students to listen and write the missing information in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 6 p.m. 2 In the square 3 Chilli con carne 4 A jazz band

Exercise 3

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Audio script pT144–T145

• Give students time to read the sentence beginnings. If

• Focus attention on the photos and the poster. Read the • Elicit what the photos show. Ask questions to encourage

$ 3.05

• Focus attention on the invitation and check that students

• • •

necessary, remind them of the meaning of unless (= if not) in sentence 1. Play the recording again for students to listen and complete the sentences. Pause the recording as necessary to allow them time to write. Alternatively, students could complete the sentences from memory, and then listen again to check. Check answers with the class.

ANSWERS

1 2 3 4 5

it rains the artwork on display make the food / chilli con carne finish the mural the band won’t play loud music

Exercise 4

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Audio script pT145

• Tell students that they are going to listen to the party • • •

organizers a little later. Read the question with the class. Then play the recording for students to listen and find the answers. Divide the class into pairs to discuss what the problem is and what they think Sophie’s idea is. As a class, elicit what the problem is and why. Ask students to speculate about what Sophie’s idea might be. Don’t confirm this at this stage.

ANSWER

The problem is that Emma overslept, and Adam missed the bus. They haven’t painted the walls and the guests are arriving in an hour. Students’ own answers for the second part of the exercise.

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Exercise 5

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Audio script pT145

• Tell students that they are going to listen to what happened •

when the guests arrive. Play the recording for students to listen to see if their ideas were correct. Check the answer with the class.

ANSWER

Sophie’s idea is to ask the guests to paint the walls.

Exercise 6

• Read through the phrases in the Functional language box with the class, and make sure students understand everything.

• Ask students to read the dialogue and write the missing • • • •

words in their notebooks. Go through the first sentence with the class as an example. Check answers with the class. Invite two confident students to read the completed dialogue to the class. Divide the class into pairs and ask them to change the blue words to make a new dialogue. Monitor and help while they are working. Ask students to practise their dialogues in pairs. Monitor and help as necessary. Invite some students to perform their dialogues for the class. Do you mind kind of you Who’s going to do Can anyone in charge of we forgotten under control lots to do

v Language practice • Interactive task to complete a dialogue.

Exercise 7

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• 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 by writing the questions on the board.

ANSWERS

1 Can I do anything? 2 Can anyone play a musical instrument? 3 Who’s in charge of the music?

Exercise 8

Optional activity Tell students they are going to organize a class party for the end of term. Elicit what things they will have to decide, e.g. where the party will be, what food and drink there will be, what music or entertainment there will be, etc. Ask students to work individually and note down some ideas for the party, and things they could do to help. Divide the class into small groups. Ask each group to choose a leader who will direct the discussion, and a ‘secretary’ who will write down the decisions they make. Set a time limit for the task, and challenge groups to come up with the best party. Monitor and help while they are working. Encourage them to use phrases from the Functional language box where possible. Invite groups in turn to tell the class about their party ideas. Ask the class to vote for the best idea. Point out that they can’t vote for their own idea.

Exercise 9

ANSWERS

1 2 3 4 5 6 7 8

ANSWERS

I can’t play anything, but I can sing. 2 Can you print the invitations? 1 I am. It’s all under control. 3

• Play the video for students to watch and interact with. v Interactive video Kit’s travels: Unit 9 Episode 9: Nathan, Poppy and You throw a party for Kit. Uncle John Dee appears and takes Kit home. • Duration: 8.19 minutes • Topic: Kit’s birthday party. • Task: ‘Your turn’ – ask for and offer to help. Interactive – choose which party to go to. • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM. v Dialogue practice Students can work in pairs or small groups to practise the dialogue on the iPack.

Further practice Functional language, Vocabulary reference, Workbook page 118 Kit’s travels (video) scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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• DICTATION. Tell students that they are now going to hear

• •

three sentences which answer the questions in exercise 7. Tell them they should write down exactly what they hear and then match the sentences to the questions. Play the recording, pausing where necessary. You may need to play it more than once. Check answers by writing the sentences on the board. Elicit which sentence matches each question from exercise 7.

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9.5 Writing an article Aims

• • • •

Read a model article. Review useful language points for writing. Practise finding and correcting errors. Write an article about the highlights of your life. 7 Develop competence in linguistic communication. 4 Develop sense of initiative and entrepreneurship. 3 Develop competence in cultural awareness and expression.

Culture note Formal school in England begins with Year 1, when children are five years old. It continues until Year 13, when they are seventeen or eighteen. Children in Year 8 are twelve or thirteen years old. Children usually move from primary school to secondary school at the end of Year 6, when they are eleven.

• Point out to students that they should always try to use a range of tenses, linkers and vocabulary in their writing. ANSWERS

1 possession – Liv’s; contraction – I’ve, I’m, don’t, I’ll 2 contrast – but; a reason – because; an additional idea – and, as well, too 3 past simple – were, was, spent, had, went, moved; past continuous – were having, was lying; present perfect – I’ve made 4 present simple – do, is, love; present continuous – I’m enjoying 5 a future plan – I’m going to go; future prediction – I’ll have, I’ll write

Exercise 3

• Read through the task and explain that each sentence contains •

Model text

•

Exercise 1

• Focus students’ attention on the model text and ask: Where

• • •

can you read articles? (in newspapers and magazines, on websites) What kind of information can you find in them? (information and opinions about a subject) Read through the introduction to the article and the title of the article with the class. Elicit or explain that students in Year 8 are twelve or thirteen years old. Ask students to read the model text and answer the questions. Check answers with the class.

ANSWERS

1 Yes, she knew her friends at primary school. 2 She went to Australia on a family holiday because her relatives moved there. 3 At Christmas in Australia she went to the beach with her brother. 4 She likes her new friends, the school subjects and she likes playing in the school hockey team. 5 In her free time she plays hockey and does a cookery course. 6 She intends to go to university, travel around the world and maybe write a novel.

Look at language – Writing review Exercise 2

• Read through the list of language points with the class and make sure that students understand what they need to find.

• Ask students to read the model text again and find an • •

example of each language point. As they finish, allow students to compare their answers in pairs. Check answers with the class. You could take the opportunity to review the use of the different tenses and language points if you think your students would find it useful.

a grammatical mistake. Ask students to find the mistakes in the sentences and write the correct sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Point out to students that finding and correcting mistakes in writing is an important skill that they should practise. Remind them that they should always check their writing carefully for mistakes. Suggest that they keep a list of typical mistakes that they make, so they can check for these.

ANSWERS

1 2 3 4 5

I met Mandy, Tara and Liv when we were all five years old. While I was walking to school on my very first day, I met Tara. On Friday afternoons, I play hockey. Bondi Beach is Sydney’s most famous beach. We went to Australia because we wanted to visit our relatives there.

v Language practice • Interactive task to practise the use of different tenses.

Optional activities

• Ask students to look at the model text again. Ask: How many paragraphs are there? (three) What does the first paragraph focus on? (the past) What does the second paragraph focus on? (the present) What does the final paragraph focus on? (the future) Discuss the answers with the class and point out to students that they will use this paragraph structure when they write their own article. • Ask students to read the model text again and find: – three exclamation marks – a question – examples of informal language These notes continue on page T119.

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The following notes refer to material on Student’s Book page 118. Check answers with the class. Elicit or point out that: – exclamation marks are often used in informal writing to emphasize something particularly good, bad or surprising. – questions are often used in informal articles to engage the reader. – articles often use informal words and phrases to give a relaxed, chatty style. Encourage students to use some of these features when they write their own articles. ANSWERS

exclamation marks: we had a party for Liv’s birthday! I was lying on Bondi Beach with my little brother! perhaps I’ll write a novel about my life! question: What will my future highlights be? informal language: I had the best holiday… , I’m really enjoying … , which is great fun, of course.

Writing task v Writing preparation • Interactive task to categorize ideas.

Exercise 4

• Tell students they are going to write an article about the highlights of their life. Read through the task with the class.

• Go through the paragraph plan with the class and make sure • •

• •

•

students understand that they should structure their articles in this way. Allow students time to make notes about important points about their past, present and future that they would like to include. Monitor and help while they are working. Ask students to write their articles. If they do this in class, go round giving help and encouragement. Remind them to use a range of tenses and linking words, and to check their writing carefully for mistakes when they have finished. Invite some students to read their articles to the class. Their classmates can listen and say what they find most interesting in each article. Alternatively, students could work in pairs to read their partner’s article. Ask them to check that their partner’s writing follows the paragraph plan, and that they have used a range of tenses and linking words. They could also check for mistakes. Conduct class feedback, praising good use of the target language.

Further practice

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. v 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, two types of quizzes and a choice of Spanish, Catalan, Basque or Galician translations. Make sure students are aware of its facility to record personal top scores, which enables them to track their progress over time. This is a unique tool which encourages autonomous learning. Make sure your students use the extensive course material provided. This includes: • Student’s Book: – Unit 9 Review, page 120 • 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 (Street objects and Kitchen gadgets).

Writing, Workbook page 77

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Speaking project: In our community

• Once they have selected a person, focus students’ attention

Aims

• Choose a special person, place or object in the community. • Find information about this person, place or object. • Prepare and give a presentation on the person, place or object. • Listen to all the presentations and evaluate them. 4 Develop sense of initiative and entrepreneurship. 2 Develop competence in learning to learn. 1 Develop digital competence. 7 Develop competence in linguistic communication.

•

on the questions and ask them to think about how they are going to find the information. Explain that they can use the example questions on page 120, and that they should also think of additional questions of their own. Encourage them to choose about eight questions. Monitor and help while students are working. Invite some pairs to present their ideas to the class – both the person they have chosen and the questions they have prepared. Encourage other students to suggest additional questions, and where they could find the information they need.

Useful materials

• • • • • •

notebooks computer paper pens photos camera or video camera

Warm-up

• Ask: What makes your town or community special? Elicit ideas

•

and make suggestions if students are struggling for ideas. For example, you could suggest some important buildings or some popular places to visit. Elicit or suggest that one of the most important features of most communities is the people. Ask: Do any famous people come from your town or community? Which people are well known in the community now? Elicit a range of ideas.

Task 1

• Introduce the project aims by reading the text in the blue • • •

box aloud. Divide the class into pairs. Ask them to choose a person who is special to them or to their community. Focus students’ attention on the photos and ask them to read about the special people. Ask: Are there any people like these in your community? Elicit a range of ideas. If some students are still struggling to think of a suitable person, you could elicit ideas from the class, or make some further suggestions yourself. Remind them that it doesn’t have to be a famous person; just a person who is important or special in some way.

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• Discuss with the class which presentations the students enjoyed,

Task 2

• Read through the task with the class and discuss what • •

presentation options are available for students in their classroom situation. Ask students to discuss the questions in pairs. Monitor and help while they are working. Invite some pairs to share their ideas with the class. Discuss any ideas which may prove difficult, and suggest alternatives.

•

and which ones included new and unusual information. Conduct class feedback and discuss which presentations worked well and why. Praise the students’ work and the good use of the language they have studied so far. Invite students to say what they have learned from the project. Make notes on the board, and ask students to make notes of ideas to use in future presentations.

Task 3

• Make sure that each pair has divided the investigation work •

evenly between both students. Then ask students to work individually to do their research. Students could do this in class if they have access to computers. Alternatively, if they need to visit places to take photos, make films or interview people, set this task for homework.

Task 4

• Tell students they are now going to work in their pairs to • • • • • • •

prepare their presentations. Ask them to tell or show each other the information they have found in order to decide what they will include in their presentation and in what order. Remind students that their presentations should look interesting as well as sounding interesting. Monitor and help while students are working, discussing with individual students what is the best way to present their information. If students are working online, they can now use computers or tablets to prepare their presentations. If they have photos or films, discuss with individual students how they can show these to the class, and the best way to introduce and present them. If students are working on paper, encourage them to use a range of visuals to make their presentations interesting. Read through the phrases in the Useful language box with the class, and check that students understand them all. Encourage students to use some of the phrases in their presentations, and allow them time to incorporate the phrases into their notes.

Task 5

• Before students give their presentations, refer them to the • •

checklist in the Remember! box. Ask students to read through the checklist, carefully check their presentations and make any changes that are necessary. Invite pairs in turn to give their presentations to the class. Ask other students to watch and note down things they like about each presentation.

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disadvantages: 1 not useful / she never has breakfast in bed 2 she doesn’t go camping 3 very expensive

Review Reading Exercise 1

• Tell students they are going to read about three useful gadgets

• •

for camping. Focus their attention on the photos and ask: What do you think these gadgets are? Why are they useful for camping? Elicit a few ideas. Ask students to read the text and write the correct reflexive pronouns and the missing words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 toaster 2 yourself 3 bus stop 4 timer 5 itself 6 turn over 7 themselves 8 knife 9 tin opener 10 pack 11 himself 12 bench

Exercise 2

• Ask students to read the text again and answer the questions in their notebooks.

• Check answers with the class. Ask: Which of these gadgets would you most like to use? Why?

Exercise 4

$ 3.10

Audio script pT145

• Give students time to read the questions. Make sure that they • • •

understand everything. Play the recording again for students to listen and answer the questions in their notebooks. Pause the recording as necessary to allow them time to write. Alternatively, students can answer the questions from memory, and then listen again to check. Check answers with the class.

ANSWERS

1 They can’t buy their mum perfume, jewellery or pictures because they’ve bought them for her before and they need to give her something different this year. 2 Joe wants to buy the plate for himself because he has breakfast in bed all the time. 3 Sarah is going to go on a geography trip to the mountains next term. 4 Their mum likes gardening in her free time. 5 No, Joe and Sarah haven’t chosen anything for their mum.

ANSWERS

1 You will know when one side of the toast is ready because butterflies and flowers will appear on the plastic ‘knife’. 2 After that, you should turn over the bread to toast the other side. 3 It is a very useful item to take on a camping trip because it’s got more than one knife, and other tools, so you don’t need many more items. 4 If you fold up the bed in the tent, you can use it as a bench during the day.

Speaking

Listening

•

Exercise 3

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Audio script pT145

Exercise 5

• Read through the task with the class, and then ask two students to read the example answers aloud.

• Refer students back to pages 110 and 112 if necessary, to get •

•

• Tell students they are going to listen to two teenagers • • • •

discussing what present to buy for their mum. Ask students to copy the table into their notebooks. Play the recording for students to listen and complete the table in their notebooks. Play the recording again if necessary for students to check and complete their answers. Check answers with the class.

ANSWERS

present: 1 self-heating plate 2 battery-operated kettle 3 garden bench you can grow flowers in advantages: 1 self-heating / food won’t get cold 2 useful for camping 3 she loves gardening

•

ideas for objects they can describe. Divide the class into pairs to describe objects and guess what they are. Monitor while they are working and note down any common errors to feed back on at the end. Invite some students to describe their objects for the class. Ask other students to guess the objects. Conduct class feedback, praising good use of the target language and correcting any errors.

Writing Exercise 6

• Read through the task with the class. Invite a student to read the questions aloud and another to read the example answer.

• If students can’t think of their own ideas, encourage them to • •

look back through this unit for unusual inventions to describe. Ask students to write their sentences in their notebooks. Monitor and help while they are working. Conduct class feedback, praising good use of the target language and correcting any errors. Invite some students to read their sentences to the class.

Further practice Review, Workbook pages 78–79 Unit 9 Tests, Tests and Resources Multi-ROM

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1 Focus on ICT Using the internet for research and presentations Aims

• • • •

Read and listen to a text about using the internet for research. Answer questions on the text. Learn about website domain names. Discuss websites that you have used recently. 1 Develop digital competence.

ANSWERS

1 .com / .co.uk 2 .gov 3 .net 4 .int 5 .edu / .ac.uk 6 .org Students’ own answers for the second part of the exercise.

Exercise 4

• Read the questions aloud, and ask students to make a list in

Warm-up

• Ask students questions about computers and the internet, e.g. What kind of computer do you and your family have at home? Do you have your own laptop or tablet? Do you have access to the internet on your phone? What do you use the internet for? What is the internet most useful for? Elicit a range of answers and conduct a brief discussion.

Exercise 1

$ 3.11

• Ask students to read the four titles. Then play the recording •

for students to read and listen and match three of the titles to the paragraphs. Remind them to write in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

A 4 B 1 C 2

Exercise 2

• Ask students to read the text again and find which sentences •

are true according to the text. Check answers with the class, asking students to provide evidence from the text to support their answers.

ANSWERS

1 True. 2 False. Websites with names that end in .com are businesses. 3 False. Typing more words should give you more precise results. 4 True. 5 False. It’s easy to cut and paste text from different websites. 6 True.

• •

their notebooks of the websites they have used in the last two days. Divide the class into pairs to compare their answers. Invite some students to tell the class about websites they have used, and what they used them for.

Did you know?

• Read the Did you know? box with the class. Ask: Do you agree that the web should be for everyone and so should be free? Why? / Why not?

Optional activity Divide the class into groups and tell them they are going to evaluate some different websites for finding information. Students can do the online work in class if possible, or for homework. Brainstorm some examples of the kind of information students need to find online for school work, e.g. facts about history, cities around the world, the environment, etc. Ask each group to choose a topic they want to find information about. They should then do some searches and identify several websites that might be useful for them. Each student within the group should then choose one of the websites to visit. They should evaluate how useful and trustworthy the information on the website is, and how easy it is to navigate around the website to find information. If students are doing this in class, monitor and help while they are working. Students then work in their groups to report back on the websites they visited. The group should choose the best one or two websites to present and recommend to the class. Ask groups in turn to present their chosen websites to the class and explain why they are recommending them.

Exercise 3

• Read through the website domain names with the class and make sure students understand everything.

• Ask students to read 1–6 and decide what domain name •

they would need for each one. Students could work in pairs for this task. Check answers with the class.

T123

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2 Focus on Maths and Physics Mass, Force and Velocity

Exercise 3

• Ask students to read the text again and decide if the

Aims

• Read and listen to a text about mass, force and velocity. • Answer questions on the text. • Understand new vocabulary in context.

6

Develop mathematical competence and basic competences in science and technology.

Warm-up

• Write the words mass, force and velocity on the board and •

•

divide the class into groups to discuss what the words mean. Elicit a number of definitions from the class and discuss the best ones. (The mass of an object is the amount of physical matter it contains, a force is a power that makes an object move, and velocity is speed.) Tell students they are going to learn more about these things in this lesson.

Exercise 1

$ 3.12

• Read through the list of subjects with the class and check that students understand them all.

• Play the recording for students to read and listen and put the •

subjects in order. Check answers with the class.

ANSWERS

1 B 2 C 3 A

•

sentences are true or false. Ask them to correct the false sentences in their notebooks. Check answers with the class.

ANSWERS

1 False. The mass of an object describes how much matter it contains. 2 True. 3 False. Nothing moves or stops without exerting force. 4 True. 5 False. Gravity is a type of pull force. 6 False. Wind resistance is a push resistance and slows objects down as they fall.

Optional activity Play a game to practise the vocabulary from exercise 2. Allow students a minute to study the highlighted words, and then divide the class into two teams. Ask one student from each team to come to the front of the class and sit facing their classmates. These two students are ‘in the hot seat’. Write one of the words from exercise 2 on the board. The students in each team have to try to explain the meaning of the word on the board to their teammate in the hot seat, who should say the word. Students are not allowed to use the word itself in their descriptions, and they are not allowed to mime. The first student in the hot seat to say the correct word wins a point for their team. Continue until you have practised all the words. The student in the hot seat can change after one or two words.

Exercise 2

• Focus students’ attention on the highlighted words in the •

text. Ask students to match them to the meanings 1–8 and write the answers in their notebooks. Check answers with the class, and make sure that students understand all the words.

ANSWERS

1 2 3 4 5 6 7 8

gravity accelerate pointed mass trajectory motion decelerate velocity

Unit 2 CLIL T124

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3 Focus on Design and Technology Materials

Exercise 3

• Invite a student to read the task aloud. Read out the first

Aims

• • • •

Read and listen to a text about choosing materials for products. Answer questions on the text. Learn vocabulary for properties and materials. Discuss suitable materials for products. 6 Develop mathematical competence and basic competences in science and technology.

Warm-up

• Point to a variety of objects around the classroom and ask: •

What’s this made of? Why is it made of this material? Why isn’t it made of (wood / paper)? Discuss different materials and encourage students to think about the properties of different materials, and why they are chosen for certain products.

Exercise 1

$ 3.13

• Read the title of the text aloud. Elicit or point out that one of the

•

• •

most important parts of a design is the material used. Play the recording for students to read and listen to the text. Encourage them to pay particular attention to the highlighted words in order to work out their meaning from the context. Then read through the task with the class and point out the example answer. Ask students to match the highlighted words to make pairs with opposite meanings. Students could work in pairs for this task, and could use their dictionaries to help. With a weaker group, make sure that students understand the highlighted words before they do the matching task. Check answers with the class. Practise the pronunciation of any difficult words.

ANSWERS

flexible – rigid a good conductor – a good insulator transparent – opaque natural – synthetic

Exercise 2

• Focus students’ attention on the photos and elicit a brief • •

description of each one. Read through the task with the class and give students time to match the pairs of words from exercise 1 to the pairs of photos. Allow students to compare their answers in pairs before checking answers with the class.

ANSWERS

A B C D E

transparent – opaque waterproof – permeable a good conductor – a good insulator flexible – rigid natural – synthetic

• •

sentence and elicit the incorrect word from the class as an example. Ask students to read the remaining sentences and choose the incorrect properties. Check answers with the class.

ANSWERS

1 opaque 2 permeable 3 a good conductor 4 synthetic 5 permeable

Exercise 4

• Read through the materials in the box with the class. Then • •

read out the first sentence and elicit the correct material as an example. Ask students to read the remaining sentences and choose the correct materials. Students could work in pairs for this task, and could use their dictionaries to help. Check answers with the class.

ANSWERS

1 ceramic 2 wood 3 plastic 4 wool

Exercise 5

• Read through the first task with the class. Then divide the class

• • •

•

into pairs and ask each pair to choose a product. Brainstorm some possible products with the class if students are struggling for ideas, e.g. a pair of glasses, a chair, a winter coat. Ask students, in their pairs, to write about the requirements of the product and what materials are suitable. Invite pairs in turn to read their sentences aloud, without saying the name of the product. See if the other students can guess the product. Now read through the second task with the class. Demonstrate this task by telling students you have chosen a material. Encourage them to ask questions to find out what it is. Point out the example question to give them ideas. When the class has guessed your material, ask students to work in their pairs to think of materials and try to guess them.

Optional activity Divide the class into small groups and ask them to design an exciting new product to use in the home or at school. Tell students the product can be anything, and they can use their imaginations. Explain that they should produce a description of their product, saying what it is and what it is made of. They can also produce a picture if they wish. Monitor and help while students are working. Invite groups in turn to present their new products to the class. The class can vote for the best or most imaginative.

T125 Unit 3 CLIL

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4 Focus on History The Middle Ages Aims

• • • •

Read and listen to a text about power in the Middle Ages. Answer questions on the text. Learn vocabulary to do with life in the Middle Ages. Discuss life in Spain during the Middle Ages. 3 Develop competence in cultural awareness and expression.

Warm-up

ANSWERS

1 2 3 4 5

Exercise 4

• Divide the class into small groups to discuss the questions. • If students have access to the internet, you could give them

• Ask: What do you know about the Middle Ages? What was life •

like for the rich? What about the poor? What do you know about the power in the Middle Ages? Elicit ideas and make notes on the board. Encourage as many students as possible to join in and share their knowledge.

Exercise 1

$ 3.14

• Read through the list of words in the box and check that students understand them all.

• Play the recording for students to read and listen and put the words in the correct categories. Point out that some of the words fit in two categories. ANSWERS

Verbs: fight, own, rent, rule, tax, work Money: rent, tax Places: manor, village

Exercise 2

• Read through the task with the class. Refer students back •

to the words in exercise 1 and ask them to complete the sentences in their notebooks. Point out that verbs will need to be in the past simple and encourage students to use the Irregular verbs list on page 135 if necessary.

ANSWERS

1 ruled 2 rented 3 village 4 fought 5 manor 6 worked 7 tax

Exercise 3

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Audio script pT145

• Read the words in the box aloud. Ask students to find the • •

words in the text and think about their meaning. With a weaker group, discuss the meaning of each word with the class. Play the recording for students to listen and match the descriptions to the words. Check answers with the class.

croft renting era taxes military service

•

time to do some research, or you could set this research as homework to be discussed at the next lesson. Conduct a class discussion of the questions, eliciting answers from different groups. Praise all contributions to the discussion.

Culture note In the sixth century, Visigoths from northern Europe invaded Spain and took over the country. In 711, Moors (Muslims from North Africa) invaded Spain from the south and established a Muslim kingdom. This continued until the late fifteenth century, when the Moors were finally expelled from the country. Important towns and cities in Medieval Spain were Barcelona, Bilbao, Burgos, Cordoba, Granada, Leon, Malaga, Murcia, Oviedo, Salamanca, Santander, Seville, Toledo, Valencia, Valladolid and Saragossa. The arrival of the Moors in 711 sparked the Reconquista, a war in which Christians fought against the Muslim rulers to regain control of the country. This continued from the eighth century until the final defeat of the Moors at the end of the fifteenth century. As elsewhere in Europe during the Middle Ages, the houses and clothes of wealthy people were fine and richly decorated. Poor people wore simple clothes and lived in very basic homes.

Optional activity Students could work in pairs and prepare an imaginary interview with one of the people mentioned in the text (a king, baron, knight or serf ). Ask them to prepare five questions to ask, as well as suitable answers. Monitor and help while students are working. Ask students to role-play their interviews in their pairs. Ask some pairs to perform their interviews for the class. Ask other students to comment on how realistic the interviews were. Students could do some more research for homework, to find more information about the questions in exercise 4. In the next lesson, conduct a class discussion to bring together what students have learned.

Unit 4 CLIL T126

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5 Focus on Literature and The Arts The history of theatre

Exercise 3

• Read the types of theatre aloud to model the pronunciation.

Aims

Ask students to match them to the descriptions 1–4.

• • • •

Read and listen to a text about the history of theatre. Answer questions on the text. Learn vocabulary to do with the theatre. Research a writer or dramatist from the past, and write a short biography. 3 Develop competence in cultural awareness and expression.

• Check answers with the class. ANSWERS

1 Medieval 2 Modern West End 4 Ancient Greek

Exercise 4

• As a class, brainstorm some famous writers and dramatists

Warm-up

• Ask: When was the last time you went to the theatre? What did

•

you watch? Do you enjoy watching dramas on TV? What good dramas have you seen recently? What makes a good play or drama? Elicit a range of answers and encourage students to talk about their own experiences and their likes and dislikes. Focus students’ attention on the photos and ask: What do they show? Are they modern or ancient theatres? Where do you think they are? Elicit a range of ideas, but don’t confirm them at this stage.

•

• •

Exercise 1

$ 3.16

• Read through the list of words in the box, modelling the • •

pronunciation, and make sure that students understand them all. Play the recording for students to read and listen to the text. Then ask students to match the words in the box to highlighted words in the text that have a similar meaning. Check answers with the class.

ANSWERS

buildings – constructions dramatist – playwright humorous – funny influence – effect options – choices people watching a show – spectators permitted – allowed seeing – vision

Exercise 2

• Encourage students to read the text again. Ask them to •

choose the correct words to complete the sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 outside 2 very large 3 did not exist 4 poems 5 less than 50 6 are still interested

3 Shakespearian

• • • •

from the past. Brainstorm the kinds of information students should include in their biographies, e.g. where and when the person was born, when they started writing, how many books or plays they wrote, facts about their personal life, why they are important, where and when they died. If students have access to the internet and are doing the research online, monitor and help while they are working. Allow students time to write their biographies. Students could work in small groups to read their biographies to each other and choose one to present to the class. Invite groups in turn to read their chosen biographies to the class. Ask students if there are any plays they would now like to see, as a result of doing this activity.

Culture note The West End is the popular name for an area of central London which is at the heart of theatrical life in Britain. There are over forty theatres in the area, and over 14 million tickets are sold each year. The longest-running show is The Mousetrap, a murder mystery by Agatha Christie which opened in 1952. Broadway is an area of Manhattan, in New York, where there are over forty theatres. Annual ticket sales are worth around $1.2 billion. Long-running shows include the musicals The Phantom of the Opera and Cats.

Optional activity If students have access to the internet, they could work in pairs to research what is currently showing in London’s West End or on Broadway and discuss which play or musical they might like to see. Pairs could present their ideas to the class, saying which play or musical they have chosen and why. Alternatively, students could research an Ancient Greek or Shakespearean play. They could make notes on the plot, and tell the story to the class. The class could discuss which play they would like to see and why.

T127 Unit 5 CLIL

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6 Focus on Biology Immunity

Exercise 3

• Check that students understand transplant, snake venom,

Aims

vaccine and vaccination.

• • • •

Read and listen to a text about the immune system. Answer questions on the text. Learn vocabulary to do with immunity. Discuss vaccinations, transplants and blood donation in the students’ country. 6 Develop mathematical competence and basic competences in science and technology.

• Ask students to read the text again, paying particular • • •

Warm-up

• Ask: What do you know about your immune system? What is it for? How does it work?

• Elicit a range of ideas, and build up a list of key words on the •

board, e.g. infection, virus, bacteria, germs, antibodies. Encourage as many students as possible to join in and share what they know about the immune system.

Exercise 1

• Divide the class into pairs and ask them to match the words in • •

the box to the photos. They can use their dictionaries to help. Check answers with the class, and make sure that students understand all the words. Elicit or point out that the cells in the photo are red blood cells, and that we also have white blood cells, which help our immune systems.

ANSWERS

A B C D E

cells inflammation allergic surgery vaccination

Exercise 2

$ 3.17

• Focus on the diagram with the text and check that students • •

•

understand all the words that are included as labels. Play the recording for students to read and listen to the text. Read the task with the class and elicit which part of the text contains the information about adaptive immunity (the fourth paragraph). Ask students to read this paragraph again and put the events in the correct order. Allow students to compare their answers in pairs before checking them with the class.

attention to the highlighted words. Encourage them to work out the meaning from the context. Ask students to write the highlighted words to complete the sentences in their notebooks. Check answers with the class and make sure that students understand all the highlighted words. With a weaker group, focus on the highlighted words in context first and check that students understand them. Then ask students to complete the sentences.

ANSWERS

1 2 3 4 5 6 7 8

patient symptoms Cells suppress destroyed poison prevent trapped

Exercise 4

• Read through the questions with the class and make sure that students understand everything.

• Divide the class into pairs to discuss the questions. Monitor •

and help while they are working. Discuss the questions briefly as a class, encouraging as many students as possible to join in.

Did you know?

• Read the Did you know? box with the class. Elicit or point out that if you don’t have a healthy immune system, even a simple infection such as a sore throat can make you extremely ill, as your body cannot prevent the infection from spreading.

Optional activity For homework, students could research one of the topics mentioned in exercise 4 (vaccinations, transplants or blood donation) to find out if their ideas were correct, and what recent developments there have been. In the next lesson, bring students’ ideas together in a class discussion.

ANSWERS

1 2 3 4 5

D E B C A

Unit 6 CLIL T128

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7 Focus on Geography The food chain and ecosystems

Exercise 3

• Ask students to read the sentences and write the correct

Aims

words in their notebooks.

• • • •

Read and listen to a text about food chains and ecosystems. Answer questions on the text. Learn vocabulary to do with food chains and ecosystems. Research an ecosystem and present findings to classmates. 6 Develop mathematical competence and basic competences in science and technology.

Warm-up

• Write the phrase food chain on the board. Ask: What is a food •

•

chain? Can you give an example of a food chain? Elicit a few ideas. Refer students to the diagram on page 129 to help them. Write the word ecosystem on the board and elicit or explain that an ecosystem is the environment of a place and all the plants and animals that live there. Elicit some examples of different ecosystems, e.g. a forest, a river, a desert. Tell students they are going to learn more about food chains and ecosystems in this lesson.

Exercise 1

• Check answers with the class. ANSWERS

1 2 3 4 5 6

Did you know?

• Read the Did you know? box with the class. Elicit some

•

$ 3.18

• Focus on the food chain diagram and point out the missing • •

words. Play the recording for students to read and listen to the text, and write the words to complete the diagram in their notebooks. Check answers with the class, and make sure that students understand everything in the diagram. 3 producers

• Ask students to read the text again, playing particular • •

attention to the highlighted words. Encourage them to work out the meaning from the context. Ask students to match the highlighted words to the meanings and write them in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6 7 8

herbivores shade diverse climate organism omnivores seasonal variation chain

• Brainstorm some other ecosystems that students could find

4 canopy

Exercise 2

examples of places in the world where deforestation is happening, e.g. Brazil, South Asia, Central America, Madagascar, etc. Ask: Is there anything we can do about this? What needs to happen in order for this to stop? Discuss these questions as a class. (Possible actions: Only buy wood products made with wood grown in sustainably managed forests. Do not buy any products grown or produced on cleared rainforests, e.g. meat, tea, coffee, cereals. Read the labels when you go shopping. Recycle everything you can: paper and cardboard, cans, glass, garden waste, etc. Donate unwanted clothes, books, toys, etc. to charities. Ask your government to help protect rainforests.)

Exercise 4

•

ANSWERS

1 tertiary 2 primary 5 forest floor

layer top shade consumers floods remains

• •

out about, e.g. mountain or desert areas or the ocean. If students are doing their research in class, monitor and help while they are working. Write the headings climate, organisms and threats on the board to remind students what they should focus on. Invite students in turn to tell the class what they have learned. Discuss as a class what can be done to protect ecosystems around the world.

Optional activity If students are interested in this topic, for homework they could research an environmental organization such as WWF, Greenpeace or Friends of the Earth. They could choose a campaign which they think is important and present it to their classmates in the next lesson.

T129 Unit 7 CLIL

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8 Focus on Geography Urban centres Aims

• • • •

Read and listen to a text about urban living and megacities. Answer questions on the text. Learn vocabulary to do with urban life. Discuss the pros and cons of urban and rural life. 5 Develop social and civic competence.

Warm-up

• Ask: Do you live in a city or the countryside? Do you like the place where you live? Why? / Why not?

• Elicit a few ideas, and then ask: What is a megacity? Elicit

•

or explain that it is a very large city. Ask: Do you know any examples of megacities? Elicit some examples, and provide some yourself if necessary, e.g. Tokyo, Delhi, Mexico City, São Paulo, Beijing. Ask: What do you think life is like in a megacity? Elicit a range of ideas.

Exercise 1

$ 3.19

• Make sure that students understand urban, rural, century • • •

and slums. Play the recording for students to read and listen to the text. Ask students to read the summary and write the missing words in their notebooks. Check answers with the class. Practise the pronunciation of any difficult words.

ANSWERS

1 2 3 4 5 6 7 8

moving more Farming centuries technology lifestyle growing slums

ANSWERS

1 Facts 1, 2 and 6 2 Fact 4 3 Facts 3, 5 and 7

Exercise 3

• Explain to students that they need to refer to the text and the graphs to complete this exercise.

• Ask students to read the sentences and write the correct •

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

ANSWERS

1 2 3 4 5

2050 35 21 Industry, farming not enough

Exercise 4

• As a class, brainstorm a few advantages and disadvantages of living in the city or the countryside.

• Divide the class into pairs to discuss the questions. Monitor • •

and help while they are working. Invite some students to tell the class whether they and their partner agreed or disagreed. Ask for a show of hands to see which lifestyle most students think is best.

Optional activity For homework, students could choose a megacity that interests them and find out more about it. They could find out about the population, living conditions, transport system, etc., and look at the advantages and disadvantages of living in the city. In the next lesson, students could present their findings to each other in groups. Students could discuss as a class which megacity they might like to visit and why.

Exercise 2

• Focus students’ attention on the graphs, and elicit what each one shows.

• Refer students to the highlighted facts in the text. Ask them • •

to decide which facts each graph shows. Check answers with the class. With a weaker group, you could do this exercise with the class, referring to the graphs to help students decide which facts are shown in each.

Unit 8 CLIL T130

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9 Focus on Science Sound and hearing

Exercise 3

6

Develop mathematical competence and basic competences in science and technology.

Warm-up

• Ask students to be as quiet as they can for one minute and to •

•

listen carefully to all the sounds they can hear, either close by or in the distance. At the end of the minute, elicit what sounds students heard and ask them to describe each sound. Teach words as necessary to help students describe the sounds, e.g. highpitched, low-pitched, musical, rustling, roaring, scraping, etc. Tell students they are going to learn about sound and hearing in this lesson.

Exercise 1

$ 3.20

• Read through the list of topics with the class and make sure students understand them all.

• Play the recording for students to read and listen to the text •

and match the paragraphs with the topics. Check answers with the class.

ANSWERS

A 3 B 4 C 1

Exercise 2

• Give students time to read through the sentences. Make sure that they understand everything.

Audio script pT145

• Focus students’ attention on the diagrams and read through

Aims

• Read and listen to a text about sound and hearing. • Answer questions on the text. • Study sound-wave diagrams and match them to sounds.

$ 3.21

• • • •

the task with the class. Ask students to read paragraph B of the text again carefully. Focus on the first sound and elicit which description A–D it matches and why. Ask students to complete the matching task. Play the recording for students to listen and check their answers. Check answers with the class.

ANSWERS

1 2 3 4

D C B A

Did you know?

• Read the Did you know? box with the class. Ask: How can you create a sonic boom yourself? Elicit or explain that when someone cracks a whip, the cracking sound is a sonic boom, and it is possible to create a sonic boom with a piece of wire, a leather belt, or even a tea towel. Remind students that they should ask for permission and be aware of safety concerns if they decide to try this at home!

Optional activity You could ask students to keep a ‘sound diary’ for a few days. Encourage them to make a note of any interesting sounds they hear, and note down if they are loud or quiet, highpitched or low-pitched. In the next lesson, write the headings loud, quiet, high-pitched and low-pitched on the board and bring students’ ideas together. It should be interesting for students to see the variety of different sounds that they hear around them all the time.

• Then ask students to read the text again and decide if the •

sentences are true or false. Ask them to correct the false sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4

True. False. There is low-frequency sound underwater. True. False High-pitched sounds have short wavelength. / Lowpitched sounds have long wavelength. 5 False. This tells us that a sound is low in volume. 6 True. 7 True.

T131 Unit 9 CLIL

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Pronunciation practice Exercise 2

Phonetic alphabet Exercise 1

• Read the task and point out that all the highlighted sounds

$ 3.22

• 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. Explain that if they know these, they will be able to work out the pronunciation of any words they look up in a dictionary.

Unit 1 Sounds /d/, /t/ and /ɪd/ Exercise 1

form past simple endings. Play the recording for students to listen and repeat the sounds. Play the recording several times if necessary to ensure accurate pronunciation.

Exercise 2

• Ask students to look at the verbs and decide how the •

endings are pronounced. Encourage students to compare their answers in pairs, but don’t confirm them at this point.

ANSWERS

1 A 2 B

3 C

4 C

Exercise 3

$ 3.24

5 B

•

their answers. Check answers with the class. Draw students’ attention to the information in the Tip! box. Remind students that when they learn a verb they should learn all of its forms, including their pronunciation. Play the recording again for students to listen and repeat.

Unit 1 Sounds /eɪ/ and /æ/ Exercise 1

$ 3.25

• Model the two sounds, and play the recording for students to •

ANSWERS

1 Kate

2 Frank

Exercise 3

$ 3.26

• Play the recording for students to listen and check • Play the recording again for them to listen and repeat. • Elicit other words with the two sounds. • You could ask students to work in pairs and write a new sentence about either Kate or Frank, using different words with the correct sounds.

Unit 2 The sound /ə/ Exercise 1

listen and repeat. Point out that both sounds are represented by the same letter (a). Point out that in English the same letter can often be pronounced in several different ways.

$ 3.27

• Allow students time to read through the dialogue. Make sure •

6 A

• Play the recording for students to listen and check • •

•

their answers.

$ 3.23

• Model the three sounds and elicit that they are all used to •

•

in sentence 1 are the same, and all the highlighted sounds in sentence 2 are the same. Ask students to copy the sentences into their notebooks and complete them with the names that have the same sounds. Encourage students to compare their answers in pairs, but don’t confirm them at this point.

that they understand everything. Play the recording, and then ask students what they notice about the highlighted sounds. Elicit the answer from the class.

ANSWER

They are the same unstressed vowel sound /ə/.

Exercise 2

$ 3.27

• Read through the information in the Tip! box with the class. • Play the recording again, pausing after each line for students •

to repeat. Divide the class into pairs to practise the whole dialogue. Monitor while they are working, and encourage them to use the /ə/ sound where appropriate.

Unit 3 Sounds /ŋ/ and /ŋk/ Exercise 1

$ 3.28

• Model the two sounds. • Focus students’ attention on the words in the box. Play the recording for students to listen and repeat.

Pronunciation practice

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Exercise 2

Exercise 2

• Ask students to copy the table into their notebooks and

• Play the recording of the isolated fast phrases for students

• •

complete it with the correct words. Encourage students to compare their answers in pairs, but don’t confirm them at this point. With a stronger group, you could ask students to add more words to the table.

to repeat. Encourage them to copy the fast pronunciation accurately.

Exercise 3

/ŋ/: farming, going, something, walking /ŋk/: function, increase, thanks, think

•

Exercise 3

•

• Play the recording for students to listen and check their answers. • Play the recording again for them to listen and repeat the words. Elicit other words with the two sounds.

• You could ask students to work in pairs and write a sentence containing some of the words in exercise 1. They could then swap sentences with another pair and practise saying the sentence they have been given.

•

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pattern. Point out that in English there is no fixed pattern for stress, but each individual word has its own stress pattern. Ask students to copy the words into their notebooks. Play the recording for them to listen and underline the stressed syllables. Check answers with the class. Then play the recording again for students to listen and repeat.

Exercise 2

Unit 6 Strong and weak forms: have and has Exercise 1

• Read through the task. Play the recording and ask students what they notice about the pronunciation of have and has.

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Exercise 2

•

three words. Elicit which is the odd word out, as an example. Make sure students can hear the difference in the stress pattern. Play the rest of the recording for students to listen and write the, odd words out, in their notebooks. Check answers with the class, playing the recording again if necessary for students to hear the stress pattterns.

ANSWERS

1 annoyed 2 obvious

Exercise 3

3 pleased

4 surprising

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• Read the question aloud. Then play the recording again, •

pausing after each word for students to repeat. Elicit the answer from the class.

ANSWER

• • •

that when a word or syllable has a ‘strong’ pronunciation, the vowel sound is pronounced in its full form; when it has a ‘weak’ pronunciation, the vowel is pronounced as the /ə/ sound. Play the recording again, pausing for students to repeat. Divide the class into pairs to practise the dialogue. You could ask students to change some of the questions slightly, using their own ideas. Students could then practise again.

Unit 6 The sound /ʌ/ Exercise 1

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• Model the sound in isolation. You could point out that although •

this sound is similar to the /ə/ sound, it is a strong sound, whereas the /ə/ sound is always a weak, unstressed sound. Play the recording for students to listen and repeat the words.

Exercise 2

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• Play the recording and ask students to write the words they hear in their notebooks.

• Then play the recording again, pausing after each word to check the answer and get students to repeat. ANSWERS

pleased

cat run

Unit 5 Fast speech

Exercise 3

Exercise 1

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• Read the information in the Tip! box with the class. Point out

• Read through the task, and then play the recording of the first •

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Have and has in A’s lines are the weak forms. They’re the strong forms in B’s lines.

• Play the recording of the first word and elicit the stress •

in questions. Play the recording for students to listen and repeat. Point out the written questions in the Student’s Book. Divide the class into pairs to practise saying the questions as fast as possible. You could ask students to write one more question using do you, did you or don’t you. They can then practise saying their own question as quickly as possible.

ANSWERS

Unit 4 Word stress Exercise 1

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• Now tell students that are going to listen to these fast phrases

ANSWERS

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• Play the recording for students to listen and notice how the

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• Focus students’ attention on the pairs of words. Play the recording for students to listen and write the words they hear.

auxiliary verb is pronounced when spoken fast.

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• Play the recording again, pausing after each word to check the answer and get students to repeat.

Exercise 1 $ 3.43

ANSWERS

1 drunk 2 begun 3 sang 4 swum

Exercise 4

Unit 8 sounds /ɑ:/ and /æ/

5 hang

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• Model the two sounds, and play the recording for students to listen and repeat the words.

• Point out that both sounds are represented by the same letter

• Read the information in the Tip! box with the class. Have •

students repeat the sound in isolation. Play the recording for students to listen and repeat the words.

(a). Remind students that in English the same letter can often be pronounced in several different ways.

Exercise 2

Unit 7 Sounds /b/ and /v/

• Ask students to copy the table into their notebooks and

Exercise 1

•

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• Model the two sounds, and play the recording for students to listen and repeat the sounds and phrases.

• Point out that for the /b/ sound, your lips close completely, but you make the /v/ sound by putting your top teeth on your bottom lip.

Exercise 2

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• Check that students understand tongue-twister. • Play the recording and check understanding. • Play the recording again, pausing after each tongue-twister • •

for students to repeat. Divide the class into pairs to practise saying the tonguetwisters as fast as possible. Invite some students to say the tongue-twisters as fast as they can for the class. You could make this into a competition, with the class deciding who managed to say each one the fastest.

Unit 7 Intonation Exercise 1

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• Elicit or explain that intonation is the way in which your voice • •

goes up and down as you speak. Play the recording of the first question and elicit whether the voice goes up or down at the end. Play the rest of the recording for students to listen and notice the intonation.

• Ask students to copy the intonation rules into their notebooks and complete them. Play the recording from exercise 1 again if necessary for students to listen to the questions. Check answers with the class.

ANSWERS

1 down 2 up

Exercise 3

ANSWERS

/ɑ:/: after, answer, argue, car, dark, largest /æ/: ban, family, have, language

Exercise 3

• • • •

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Play the recording for students to listen and check their answers. Play the recording again for them to listen and repeat the words. Elicit other words with the two sounds. You could ask students to work in pairs and write a sentence containing some of the words in exercise 1. They could then swap sentences with another pair and practise saying the sentence they have been given.

Unit 9 Intonation in question tags Exercise 1

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• Read through the task with the class. Then play the recording for students to listen and answer the question.

• Play the recording again, pausing after each question. Elicit whether the person sounds sure or not, and whether the intonation in the question tag goes up or down. ANSWER

B is sure.

Exercise 2

Exercise 2

•

•

complete it with the correct words. Encourage students to compare their answers in pairs, but don’t confirm them at this point. You could ask stronger students to add more words to the table.

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• Play the recording again for students to listen and repeat. • You could ask students to work in pairs and write one more Wh- question and one more Yes / No question. They could then practise asking these questions with the correct intonation.

• Ask students to copy the rules into their notebooks and complete them with the correct words.

• Check answers with the class. ANSWERS

1 up

2 down

Exercise 3

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• Play the recording again, pausing for students to repeat. • Divide the class into pairs to practise the dialogue. • You could ask students to write more questions using question tags. They work in pairs to ask their questions. Their partner could listen and decide if they sound sure or not.

Pronunciation practice

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Audio scripts Starter unit, page 6, exercises 3 and 5

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K = Kate, O = Oli K Look at this photo. O Are these your friends from Drama club, Kate? K Yes, they are. We’re preparing for our school musical. It’s on Saturday. O It looks fun! What are these two boys doing? Are they singing? K Yes, but they aren’t singing very well! O They’re wearing funny clothes. K Yes. That one’s name’s Tom. O The one with ginger hair and a hat? K No, that’s Matthew. Tom’s got a fake moustache and a beard. He’s wearing his dad’s old football socks and shorts! That’s my best friend Anna. She’s dancing. O The one in the dress? K Yes. That’s her. O What’s this girl doing? K The one wearing a cap? Her name’s Sophie. She’s sitting on a unicycle, but she isn’t very good at it. Look, she’s starting to fall over! O And who is the old man? K That’s Nathan! He isn’t really old. He’s just wearing baggy trousers and carrying his grandfather’s walking stick. Nathan isn’t really bald – his real hair is short and curly! O Why isn’t there a photo of you, Kate? K Because I’m taking the photos!

Starter unit, page 8, exercises 2 and 3

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A = Adam, B = Bea A I’m bored. Let’s do something this afternoon. B What about going shopping? I need some new trainers. A No way! I can’t stand shopping. Let’s go to the swimming pool instead. B I don’t mind going to the pool, but swimming is boring. I prefer more exciting sports like scuba diving. I love it! There’s a scuba diving course at the pool, you know. Do you want to do that? A I’m not sure. You need to buy special equipment and I don’t want to do that – it’s expensive. What about a film? I love going to the cinema. B Me too. A Do you like comedies? There’s one on at the moment. B No, I don’t really like them. I know! Let’s go to the funfair. A Oh no, I hate rollercoasters! Anyway, it’s starting to rain. Let’s stay at home and play computer games. I’ve got a great new one called House of Horror. B OK. Shall we order pizza too? I’m crazy about Italian food! A Oh yes, me too! That’s a good idea.

Unit 1, page 12, exercises 2 and 3

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Hello again! Welcome to Weird and Wonderful – interesting news stories from around the world. Listen to this week’s top stories. A woman called the emergency services at lunchtime today because her young child was at the top of a tree and was too scared to come down. A policeman came and climbed up the tree to help. But the woman was surprised when the policeman was also too scared to come down! She phoned the emergency services again and the fire service arrived. Afterwards the policeman explained: ‘There really wasn’t an easy way to come down!’ Dorothy Custer celebrated her 102nd birthday yesterday with an extreme sport – a base jump across Snake River Canyon in the USA. She was excited – she wasn’t nervous at all. In fact she said she didn’t feel sick during the ride. She thought it was fantastic and wanted it to go on for longer. Last year she rode a zipline across the same canyon. What an energetic grandmother! Two dogs made history last week when they became the first dogs in the world to drive a car. They started driving lessons eight weeks ago. The driving instructors said the dogs were calm and relaxed. They enjoyed the experience! They weren’t nervous at all. Luckily, there weren’t any other cars on the road. When a woman in west London came home from work last weekend, she was surprised to see that there was a man asleep in her front room. She told him to wake up, but then she saw his pockets. They were full of her possessions! She realized he was a robber and got very angry. She immediately phoned the police and they arrived minutes later. Why was he asleep? Was he tired after the robbery? Or just bored? And finally, a particularly funny story. A few days ago, Margaret Parker found a baby tortoise in her garden. She thought it was lonely, and took it inside her house. She gave it food and water, but it wasn’t hungry or thirsty. She thought it was sick, so she phoned the Wildlife Rescue Centre. A man came to her house to examine the tortoise. When he picked it up, he saw there was something written on the bottom of it. Everyone laughed when they read it: ‘Made in China.’ The tortoise wasn’t real – it was a toy!

Unit 1, page 16, exercises 2 and 3

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T = Tanya, S = Safia T Hi, I’m Tanya. I’m your school buddy. S Hi, I’m Safia. T I’m here to help you during your first few weeks at school. What have you got first period? It starts at 8.45. S I’ve got Science. Can you show me where the classroom is? T Sure. Follow me. Who’s your teacher? S Er … Mr Miller. What’s he like?

Audio scripts

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T Oh, he’s really friendly. We all have fun during his lessons. Do you like Science? S Not really. I prefer French and English to Science. T Are you good at languages? S Well, I’m not bad at them. T French is my least favourite subject. I’m not very good at languages. What have you got after Science? S I think it’s English, and then break – what time is break? T At quarter past ten. And lunch is from 12.45 to 2 o’clock. S I’ve got double Maths after break and then French. T OK. What have you got after lunch? S I’ve got History, then Drama in the last period. I love Drama. T Yeah, me too! I’ve got Drama now actually – today’s the best day on my timetable! When’s yours? S Mondays and Wednesdays look good because I’ve got PE straight after lunch and then English on those days. And on Fridays I’ve got my three favourite lessons – English, Drama and then French after lunch! T OK, here we are. This is Mr Miller’s classroom. I’ll see you at break. S OK! Thanks – see you later.

Unit 1, page 20, exercise 3, Review

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P = Presenter, MK = Mrs Kaye

Part 1 P And now for some other news. Yesterday, Mrs Kaye from Birmingham was very surprised when she got home from work. She’s on the phone in our news studio. Hello, Mrs Kaye! Thanks for talking to us. Can you tell us what happened? MK Yes, of course. Well, I arrived home from work … P What time did you arrive home? MK It was about six o’clock in the evening. P Was anyone at home? MK No, I live with my son, Martin, but he wasn’t there. He’s on holiday this week. And I went into my bedroom to take off my shoes. I knew something was wrong when I saw my wardrobe open. I didn’t leave it open that morning. I looked in it, and saw that my very expensive coat wasn’t there. I looked around and saw other things missing too. P What did you do then? MK Well, I phoned the police. P What happened when they arrived? MK Well, when they arrived, we walked into the kitchen together. At that moment, we heard a mobile phone ringing. It wasn’t mine. We saw a mobile phone on the table, and one of the police officers answered it.

Unit 1, page 20, exercise 4, Review

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P = Presenter, MK = Mrs Kaye

Part 2 P What happened then? MK Actually it was very funny. On the phone’s screen, the policeman saw the word ‘Mum’. It was the robber’s mum on the phone! The policeman spoke to her and asked her what her son’s name was, and where he lived. It didn’t take very long to find him. And I got everything back!

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Unit 2, page 24, exercises 3 and 4

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S1 = Speaker 1, S2 = Speaker 2, S3 = Speaker 3, S4 = Speaker 4 S1 I was feeling really nervous because it was the day of my exam results. I decided to go to the supermarket to keep busy. I was unpacking my shopping bag when I found the secret letter between the bottles and jars. I’m not sure how it got there – maybe the shop assistant put it in my basket while I was paying for my shopping. It made me happy because when I got the note, I started to smile and it made me feel calm. In the end, my exam results were great! S2 I was feeling a bit miserable, so I decided to borrow a film from the library. While I was choosing the DVD, I saw a blue envelope, with the words ‘Hey you! Take me, please!’ on it. So I opened it and read the note inside. It had a cheerful message and also a little packet of flower seeds to plant in the garden. It was a lovely surprise and I felt much better. S3 This morning something really extraordinary happened to me while I was waiting for the bus. I wanted to sit down, so I moved a box off the seat. Then I noticed that it was a box of chocolates! I opened it and inside there was a note. It told me I was a very special person, and it was full of kind words. I don’t know who it was from but I’m glad I found it. It’s nice to read a message like that on a rainy school day! S4 I was sitting in a café one day, having a cup of coffee. As I was putting some sugar into my coffee, I noticed a note under the sugar bowl. It was a message of good luck – to me! What a nice thing to find! When I was leaving the café, I put the same note under my empty cup of coffee. Perhaps I made the waiter or the next customer feel more cheerful that day, too.

Unit 2, page 29, exercise 1

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1 O = Officer, TB = Teenage boy O What brand is it? TB ‘Refresh’. It says that on the front. O Here’s a ‘Refresh’ water bottle. TB Oh yes, that’s the one. Thanks!

2 O = Officer, F = Female O How big is it? F Not very big. It’s square, about 20 cm by 20 cm. O There are some scarves in this box. Have a look. Perhaps yours is in here.

3 O = Officer, F = Female O What’s it made of? F It’s made of wood. … Oh that’s it! That’s my jewellery box over there.

4 O = Officer, M = Male O What colour is it? M It’s beige, with a red plastic belt. O Let’s see … is this your raincoat? M Yes, that’s it!

Audio scripts

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5

Unit 3, page 36, exercises 3 and 4

O = Officer, TG = Teenage girl O What size are they? TG They’re size seven, and they’re made of rubber. O Here’s a pair of boots – are these yours? TG No, mine are pink.

P = Presenter, PB = Professor Barrett P Professor Barrett, we all know that if we continue to burn fossil fuels like coal, they’ll run out. We also know that fossil fuels cause global warming. So, what’s the solution? PB Well, luckily there is a solution. It’s green, it’s natural – it grows on rivers, lakes and ponds – and it doesn’t cause global warming. P You mean algae? PB Exactly! Algae helps the environment because it absorbs carbon dioxide in the air. Carbon dioxide is a greenhouse gas and greenhouse gases cause global warming. P Will we use algae as fuel for our cars in the future, instead of petrol? PB Yes, we will! It’ll be a lot cheaper than petrol. But algae will run out too, if we use more than we grow, so we’ll need to grow it on farms. P Will we eat algae too? PB No, but we will have to think about food for the future. If the world’s population continues to increase, it will be nine billion by 2050. We won’t be able to feed nine billion people if we don’t find different sources of food. P What kind of food will run out? PB The main problem with our present diet is the quantity of beef that we consume. If we continue to produce beef in the same quantities as today, we’ll use up all the earth’s water. P Is that really true? How much water does it take to produce meat then? PB Well, it takes 2,393 litres of water to produce one hamburger! We need all that water for cows and other cattle to drink, to grow the grass they eat, and to use in meat factories. If we want food in the future, we’ll have to find a new source of food, and that new food source is insects. P Insects?! PB Yes. In about 130 countries around the world, people already eat insects. They are very good for us. Insects and meat contain an equal quantity of protein. Insect farms will need less land and less water than cattle farms. P So insect farming is more eco-friendly? PB Yes, it is. Eighteen per cent of greenhouse gases come from cows and other cattle. This is a major reason for pollution and global warming. Insects produce much smaller quantities of greenhouse gases than cows and pigs. P Umm. I’m not sure about eating insects. PB Well, there are more than two billion people around the world who love eating insects! But food and fuel won’t be the only changes to our lives in future.

Unit 2, page 29, exercise 2

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O = Officer, P = Passenger O OK. Let me complete the form and then I’ll have a look for your watch. Can you describe it? Is it silver or gold, for example? P No, it’s made of plastic. It’s got a wide strap. O What colour is it? P It’s bright blue. O And the brand? P It’s a ‘Jones’ watch, J-O-N-E-S. O And when did you lose it? P Yesterday. I was travelling on the 8.47 train to Bristol. O Where were you sitting? P Er … I don’t know exactly… but I can remember sitting near the snack bar. Lots of people were getting on as I was getting off. I just didn’t notice my watch wasn’t there. O Is it any of these? P Yes, that’s it!

Unit 2, page 32, exercise 3, Review

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W = Woman, DC = Dougie Campbell W Well, at the moment, we’re sailing to an island off the west coast of Scotland. It’s called Eilean Mor, which means Big Island in the local language. I’m talking to Dougie Campbell, who comes from the west coast of Scotland and he knows a lot about the islands. Dougie, people say that there was a strange discovery here on Eilean Mor a long time ago. Can you tell me about it? DC Yes. It happened more than 100 years ago, in 1900. There was a lighthouse here then … W Go on. DC Well, on 7th December 1900, three men arrived to do their two weeks’ work on the island. After two weeks, the ship arrived with the new group. They were surprised to see that the flag wasn’t flying as usual. Nobody came to say hello. One man, Mr Moore, discovered that the lighthouse was empty. The men weren’t there. There was a meal on the table but it wasn’t finished … W So the men were eating when suddenly they left the lighthouse? DC Yes. Then Mr Moore found a diary. The last writing in the diary was on 14th December. W So, what happened to the men? Did they ever find anyone? DC No, they didn’t. Even today, nobody knows what happened to those three lighthouse workers. They simply disappeared and were never seen again.

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Audio scripts

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Unit 3, page 40, exercises 2 and 3

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2

N = Nurse, G = Grace, R = Reece, J = Jane, K = Kyle

Part 1

D = Doctor, MJ = Mrs Jones D Oh dear. What happened to you, Mrs Jones? MJ I was cooking dinner when I cut my thumb. D Does it hurt? MJ Yes, it does. There was a lot of blood … . Oh dear. I think that’s why I feel weak. D If you sit down for a while, you’ll feel stronger.

N You look terrible, Grace. G I’ve got toothache, Miss. I can’t eat anything and I feel weak. N Let me have a look … N What’s the matter with your foot, Reece? R I don’t know. I hurt my ankle. I think I did it when I was playing football at break. N Does it hurt when you walk? R Yes, Miss. It really hurts. N Hi Jane. What’s the matter? J I don’t feel very well, Miss. N Let me take your temperature. J I think it’s flu, Miss. I’ve got a bad cold. I’ve got a cough and I’ve got a sore throat. My back hurts, too. N Well, your temperature is only 36. N Kyle. What’s the matter with you? K I feel sick. I’ve got a terrible stomach ache, Miss. It started after lunch. N Mmmm. Let me speak to your teacher.

D = Doctor, N = Neil D Now, how did this happen, Neil? N I was playing basketball when I fell over. Now my wrist really hurts … and my little finger. Do you think it’s broken? D No, I don’t think so. But don’t play basketball for a few days. If you fall on your finger again, it will really hurt.

Unit 3, page 40, exercises 4 and 5

Unit 4, page 50, exercises 3 and 4

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MT = Maths teacher, N = Nurse, R = Reece, G = Grace, K = Kyle S = Students

Part 2 MT OK, class. Can I have your algebra homework, and then … N Excuse me, Mr Jones. I’ve got four of your students in the medical room. Are they going to do a test today? MT Yes, that was my plan … but I don’t want them to miss the test. So, today we’re going to watch a film instead! … N Your class isn’t going to do a test today after all. R Oh good! G Actually I feel OK now … N They’re going to watch a film. S Hooray! K I feel better now. Can I … ? N But you all need to stay here and get well. You won’t get better unless you rest. S Oh no!

Unit 3, page 46, exercises 3 and 4, Review

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1 D = Doctor, L = Laura D Good morning, Laura. What’s the problem? L My shoulder really hurts. I hurt it when I was playing tennis. I think I’ve broken it. D Let’s have a look. Mmm. I don’t think it’s the bone. It’s probably the muscle in your shoulder. If you put some ice on it, it won’t hurt so much. Don’t do any exercise for a few days. If you don’t rest it, it won’t get better.

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4 D = Doctor, M = Matt D You’ve got a very bad cough, Matt. Let me listen to your chest. M Oh, it’s just a cold, doctor. I’m fine. If I don’t stop coughing by tomorrow, I’ll come and see you again. $ 1.33

P = Presenter, T = Tony P Well, here I am standing at the starting line of a mud run. Now, for those of you who don’t know – a mud run is a race through mud and water with obstacles. It’s the latest extreme sport to come from the USA. Today’s mud run is a charity event and the organizers say it will be one of the most exciting races of the year! They say there’ll be about 10,000 runners, and about a third of them will be teenagers. It’s an obstacle course of five km through mud and water. There’s a lot of mud today – and to make things worse, I’m looking at the sky and it’s really cloudy – I think it’s going to rain! Ah, here’s a runner. He’s getting ready to take part. Hi, what’s your name? T Tony. P How old are you Tony? T I’m sixteen. P Is this your first mud run? T Oh no, I do them two or three times a year! P Really? What do you like about doing mud runs? T You have a lot of fun, and it’s for charity! My family and friends are going to give me £2 for every kilometre I run. I’m going to donate all the money to a local charity. P That’s great! What about the weather? Will the run be more difficult in the rain? T No, it won’t. It always rains when I do a mud run. I’m going to get wet in the ice pool anyway! P Which event is going to be the most difficult today? T Walking along a high wall without falling off isn’t going to be easy with this wind. P And what part of the race do you like best? T The water obstacles are my favourites. I’m a strong swimmer so I won’t have any problems going down the slide or swimming through the tunnel.

Audio scripts

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P Are you going to do more mud runs in the future? T Oh yes, definitely. In fact I’m going to do a special junior mud run in a few months’ time. P Good luck, Tony! … P Here comes Tony. He’s climbing up the wall. Now he’s crawling under the net. He’s nearly at the end … is he going to fall off? No, he isn’t! He made it!

Unit 4, page 54, exercise 1

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L = Lucy, J = Jake

Part 1 L What are you doing after school, Jake? J I’m going shopping. I’ve got three birthday presents to buy! It’s my sister’s birthday on Sunday, my mum’s on Monday, and tomorrow I’m going to Liam’s birthday party. L What are you going to buy everyone? J My sister wants a new mobile phone case. I’m going to get my mum some perfume. L What about Liam? What are you going to buy him? J I’m going to buy him a new DVD of his favourite band. L Where are you going? A department store will probably have everything you want. J Yes, but I’m going to ‘Maxwell’s Music’ first. The DVDs are cheaper. If they don’t have it, I’m going to go to the department store. L Good luck.

Unit 4, page 54, exercise 2

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J = Jake, A = Assistant, M = Man, W = Woman

Part 2 J I’d like to buy this DVD, please. A That’s £12.99. J Can I pay by card? A I’m sorry, we only take cash. J Oh dear. I’ve only got a £10 note. A There’s a cash machine round the corner on the High Street. But you’ll have to hurry! This is the last copy of this DVD. J OK, I’ll be back soon. J OK, I’ve got some cash … M I’d like this CD and this DVD, please. A That comes to £22.99. Here’s your change and your receipt. M Great. Thanks very much. J Oh no! That man’s buying the last DVD! … W Hello, I’d like to return this DVD. Can I have a refund, please? A Of course, Madam. Have you got your receipt? …

Unit 4, page 55, exercise 3

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W = Woman, A = Assistant, J = Jake

Part 3 W Hello, I’d like to return this DVD. Can I have a refund, please? A Of course, Madam. Have you got your receipt? W Yes, here it is. It was a present for my daughter you see, but she doesn’t like it.

A Oh dear. Here you are. J Excuse me, can I buy that DVD please? I’ve got cash! A Yes, you can. You’re just in time! We’re closing in two minutes!

Unit 4, page 58, exercises 3 and 4, Review

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P = Presenter, J = Josh P Here we are at the Urban Free Running competition! It’s nearly time for the show to begin. Let’s talk to Josh – he’s going to take part. Josh, can you tell us about the course? What are you going to do exactly? J Sure. I’m going to start over there, under the bridge. First I’m going to climb up the bridge and walk along it. Then I’m going to hop onto the roof of that building, and I’m going to slide down the other side of the roof. Then I’m going to crawl along that wall at the bottom of the roof. It’ll be safer to crawl than walk! P It looks really scary. J When I get to the end of the wall, I’m going to climb onto the roof of the next building. Then I’m going to run along that roof and, finally, I’m going to jump over to the opposite building. P But there’s a gap! You’ll fall! J No, I won’t. I’m very good at this, remember! If I run really fast, it’ll be easier to jump between the two buildings. I’m going to jump over the gap and onto the flat roof. And that’s it. You can cheer and clap for me then! P Don’t worry, we will! How long will it take you to complete the course? J About fifteen minutes. The longest bit is climbing up the bridge. That’ll take about ten minutes. Then another five minutes after that. P Good luck, Josh.

Unit 5, page 62, exercises 2, 3 and 4

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P = Presenter, M = Max, E = Emily, S = Sam P Today we’re out and about on the streets in Brighton, asking teenagers how to be happy. I’ve been talking to Max, who’s fourteen. Hi, Max. M Hello. P Max, what’s the most important thing in your life? What can’t you live without? M Er … honestly? My phone! Without it, I can’t text my friends so it’s really important. P OK! In a recent survey, 5,000 British teenagers were asked what made them happy. What do you think they said? M The same sort of stuff – phones, internet. We need it! P Well, no, actually they didn’t. They said that spending time with family and friends is the most important. M Oh yes, of course I agree! And good friends are as important as family. P What sort of things do you and your friends find enjoyable? M We do sports together. Things like that. I’ve just taken up climbing with my mate Jack – we’re learning it together so it’s fun. And last night we went for pizza. P Do you eat a lot of pizza?

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M Yes! I know it’s bad for me. My mum always tells me. I need to eat well, and she usually cooks a healthy meal for us in the evenings. These days, I eat more healthily than I used to, so she’s happy! P Thanks, Max P Emily. What can’t you live without? E For me, it’s the internet. I spend my life on it! P OK, and what kind of things do you spend money on? E I spend money on make-up, magazines, clothes … I just love shopping. I think what’s really important though is spending time with friends. They make me happier than clothes and stuff! P What sort of things do you enjoy doing with your friends, when you’re not shopping, of course? E We just love hanging out together. In summer, we go to the beach and sunbathe a lot. And I often invite my friends over to my house at the weekends – we’re crazy about having sleepovers. We usually sleep badly, but it’s fun! P What about family life? Is there anything that makes you unhappy? E I hate sharing a room with my sister. She’s older than me, and we don’t like the same things. She’s really tidy and I’m not, and she studies really hard because she’s got exams. She gets up earlier than me at weekends, too. It’s really annoying because she always wakes me up when I’m trying to have a lie-in. P Sam, it’s interesting that the survey says that the happiest teenagers have a healthy diet. What do you think about that? Do you agree? S Yes, I do actually. Eating good food makes you healthier, and that makes you feel better about yourself. Food is so important if you want to live happily! P What else is important? S Sleep – I need lots of it! I try not to stay up late because then I do badly at school, and that makes me feel really worried and unhappy! P So, it sounds like you agree with the survey – that the best things in life are actually the simplest and the healthiest? S Yes, definitely!

Unit 5, page 66, exercise 1

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P = Presenter

Part 1 P And welcome to ‘You are the Judge’! Tonight’s the night we choose our winner from our four fantastic finalists! … And remember, YOU are the judge! Phone lines will open after the last act and every vote counts! So, let’s get started …

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Unit 5, page 66, exercises 3 and 4

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B = Beth, J = Joel

Part 2 B So, Joel, what did you think of Footsteps? I’m going to give them four stars. I thought they were fantastic. J They were OK I suppose, Beth. But I’m not going to give them four stars. I’m giving them three. The Dulcets were more exciting to watch! I’m going to give them five stars. How do you feel about The Dulcets? B I didn’t think much of them. J Really? How can you say that, Beth? Don’t you like rock music? B I like rock music, Joel, but to be honest, there are more energetic rock bands around than The Dulcets. I’m giving them two stars. They weren’t as talented as Nora. Now, she can really sing! J I agree. She’s the oldest performer too. Not many people can sing and play so well. B That’s a good point. I’m giving her five stars. J Well, I’m giving her four stars. Personally, I think it’s between Nora and The Dulcets. B You’re absolutely right about Nora, but I don’t want the Dulcets to win. I thought Fred and Dee played and sang the most beautifully tonight. What did you think of them? J Not much. They were boring. Everyone else was more enjoyable to watch – even Footsteps. I’m giving Fred and Dee one star. They were the worst act. B Oh, I don’t agree. They were just as good as Footsteps so I’m giving them four stars, too.

Unit 5, page 66, exercise 5

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B = Beth, J = Joel

Part 3 B J B J B

So now we both have to choose our favourite acts. It’s an easy decision for me. Mmm. Me too. My favourite act was Nora. She was amazing. Mine is The Dulcets. I really want them to win. We’ll see what the public think!

Unit 5, page 70, exercises 3 and 5, Review

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I = Interviewer, L = Lucy, N = Nick I International summer camps. How can I help? L Hello, I’m calling about the job advert! My name’s Lucy. I Hello, Lucy! Tell me about yourself. What sort of things can you do? L I can play the piano quite well. I could play the violin when I was younger, too. I Can you still play it? L Yes, I can, but not very well. I Why did you stop? L I prefer the sound of the piano. It’s nicer. I Mmm. What about sports? L I can’t really play any sports. I OK … Can you speak any foreign languages?

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L Yes, I can speak German. It’s not as good as my English, but I grew up in Germany, so I spoke it all the time. I Ah, that’s good. Well, thank you Lucy … have you got any other skills? L Well, I make new friends really easily. I Really? That’s a useful skill. L I agree! I Hello, Nick. Tell me about yourself. Can you play a musical instrument? N No, not at all. I could play the guitar when I was a child but I stopped completely when I became a teenager. I Why? Teenagers usually love playing the guitar! N I was very busy with my sports. I play tennis, football and basketball, and I go sailing. I You’re a very energetic young man! N I could skate when I was younger too. But I can’t now. I Can you speak any languages? N No. I could speak a bit of Mandarin when I was a toddler. We lived in China for a few years after I was born. But when we moved back to England I couldn’t remember it. I Have you got any other skills to offer us, Nick? N Er … I can do funny tricks. I can hop on one leg and sing the alphabet backwards. Listen … . I That’s OK! Thanks for your time, Nick!

Unit 6, page 74, exercises 2 and 3

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P = Presenter, C1 = Caller 1, C2 = Caller 2, C3 = Caller 3, C4 = Caller 4 P Today we want to hear some of your best and worst holiday experiences! For example … [beep] Oh. We’ve got a caller on line one. Has this ever happened to you? C1 Yes, it has – very recently! I’ve visited many hot countries in my time – I like exploring new places, you see, and I love warm weather. It’s always cold and raining here! So, I booked a hotel in Mallorca, right on the beach. It was lovely. And the weather was really hot. On the last day before my flight home, I decided to sunbathe on the beach. I forgot my sunscreen and then I fell asleep! Bad idea. I’ve never forgotten my sunscreen – until now! P Let me guess: you’re all red and burnt. C1 Yes, I look like a tomato! P Oh dear! Thanks for your call. My next question is … [beep] And there’s someone on line two to answer it. C2 Hello. Yes, this happened to me when I was on my way to Paris from India, where I live. P Oh, I’ve never been to India. C2 And I’ve never been to Paris! I had a long haul flight from India to Rome and then I had a second shorter flight from Rome to Paris. But I was ill and fell asleep so I didn’t get off the plane. The cabin crew didn’t wake me up, and the plane flew back to India. Seven hours later I woke up back in Delhi, my home town! P So you missed a flight … and a holiday! That’s a shame! Thanks for calling. Next question … [beep] Here’s the answer, on line three. Have you done this? C3 No, I’ve never done that. But I’ve done something else very stupid. I arrived home from holiday today and there’s been a mix up! Do you know what I’ve done? I’ve just opened my suitcase at home and discovered that I’ve picked up someone else’s suitcase!

P Oh dear! Have you ever done that before? C3 No, I’ve never lost anything. I hope I can find my suitcase soon – it’s got all the souvenirs I bought for my family in it. P And another question. This time, I want to know … [beep] Hello, caller on line four. C4 I’m actually at the airport right now. I tried to check in for my flight and guess what – I’ve forgotten my passport! Fortunately my flight is delayed because there’s been a terrible storm! I phoned my flatmate and she’s on her way here with my passport – so I won’t miss my flight – or my holiday!

Unit 6, page 79, exercises 3 and 4

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I = Interviewer, S = Sarah I Hello, Sarah. S Hello! I Nice to meet you. OK, I’ve got a few questions for you about the job you’ve applied for. Have you ever worked as a volunteer? S Yes, I have. I worked at a local fair last year. I Have you got any experience of working with children? S Well, I’ve done a bit of babysitting for the people who live next door. But my job at the fair was at the cake stall. I was making and selling cakes. I Ah, so you’ve had some experience of being a sales assistant. S That’s right. I Do you know how to use a till? S No. I’ve never used a till before. I Are you interested in learning how to use one? S Oh, yes, I’d love to. It’s a very useful skill. I Now, we always get lots of foreign visitors at the festival. What foreign languages do you know? S I can speak French quite well, and I’m learning Mandarin at school. I Ah! That’s interesting. A lot of our visitors are Chinese. Are you able to read and speak Mandarin? S Well, I can’t read it very well, but I’m able to have a simple conversation. I Good! And do you like being part of a team? S Yes, I do! I love working with other people. I Which of the volunteer jobs do you think you’d enjoy most? S Well, I love food and cooking, so I think the food stall will be my favourite! I And finally, Sarah, why do you want to apply for this job? S I love working with people, and this is a good way for me to get more work experience – and have fun at the same time!

Unit 6, page 84, exercises 3 and 4, Review

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N = Narrator, S1 = Speaker 1, S2 = Speaker 2, S3 = Speaker 3, S4 = Speaker 4 N Have you had any problems when you were on holiday? Maybe it rained and your tent got wet, or you missed a flight? Have you ever packed all the wrong clothes and sat in the rain in your shorts and sandals? We asked you to phone us and tell us your stories. Here are some of your messages!

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1 S1 My brother had an accident in an animal park in South Africa. He fell out of the car and there was an elephant in the road behind us! Luckily, we pulled him back into the car quickly. He hasn’t stopped talking about it – even though it happened two years ago! He says he has never been so scared in his life.

2 S2 I had an accident at the airport. I was running to check in my bags because I was late for my flight and I didn’t want to miss it. As I was running, I fell and hurt my foot! When I got to the checkin desk they told me the flight was delayed for three hours!

3 S3 I travel around the world a lot for my job. But I’ve never forgotten my passport, I’ve never lost my suitcase and I’ve always been on time. But on a recent business trip to London, when I got to the airport, I realized that I had my wife’s passport by mistake! I missed the flight, and an important meeting in London!

4 S4 I fell asleep on the beach in the sun and got really sunburnt. After that, I couldn’t go outside for a few days, even though it was really hot. I had to lie in bed in the B and B while my family was on the beach!

Unit 7, page 88, exercises 3 and 4

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P = Presenter, S1 = Speaker 1, S2 = Speaker 2, S3 = Speaker 3, S4 = Speaker 4, S5 = Speaker 5 P Every day around the world, people are getting up and making journeys to work or school. Some of these people have to face enormous danger along the way. S1 These brave children and their teacher are making their way to school from their mountain village in China. It’s nearly 50 km away and, because there aren’t any roads, they have to walk along footpaths, cross icy rivers and climb up ladders to get to the top of the cliffs. They mustn’t be impatient; they could fall if they don’t concentrate! They must stay at school for months at a time because the journey is so dangerous. S2 Here in Indonesia, these students have to cross a large river to get to school. After a flood, the bridge broke and instead of walking an extra 30 minutes to another bridge, they used to climb across the broken bridge. It was extremely dangerous and the children and their parents were worried, but they really wanted to get to school. The government was serious about fixing it though, and now that it has built a new bridge, the journey is much easier. S3 On the other side of the world, in Colombia, these children have to travel to school across a zip wire nearly 400 metres above a river, the Rio Negro. Nine-year-old Daisy Mora has to do this every day. Her younger brother is only five. He isn’t afraid, but he’s too young to ride on his own, so Daisy has to carry him. S4 These girls live in Kenya. They have to get up at 4.00 a.m. to start the journey to school. It’s still dark, and they have to run because there are sometimes wild animals on the way. They were very shy about talking to us, but they showed us their route. The roads get very muddy after the rain and the girls often fall and have to go home to change. Sometimes the journey to school

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takes an hour. One of the girls says she is embarrassed because sometimes she’s so tired that she falls asleep during the lessons. S5 Let’s have a look at the way some children living on islands in the Philippines get to school. The school is 300 metres away on the mainland and, at high tide, they have to swim. Anton is one of these children. But thanks to the work of a clever blogger, Anton doesn’t have to swim to school anymore. The blogger wrote a report about the situation on Facebook. People around the world then donated money for boats, and this has changed the children’s lives completely.

Unit 7, page 92, exercises 3 and 4

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S = Stu, J = Jody, K = Kyle S Hello everyone. Welcome to the climbing course! I’m Stuart, your instructor. Today you’re going to learn how to climb this … The Wonder Wall! Have you ever tried climbing? J No, I haven’t. This is my first time! K I’ve tried it before. S Right. Well, let’s talk about the rules. First of all, you must always wear a climbing belt around your waist. You and your partner will take turns. While your partner climbs, you hold the rope. K So do we have to climb in pairs? S Oh yes. You mustn’t climb without a partner. It’s dangerous, and your partner is there to help you come down. If you fall, your partner must hold the rope and pull. J Kyle, you’re my partner! S Secondly, you should always have two hands and one foot, or two feet and one hand in contact with the wall. If you don’t, you’ll fall off. Finally, it’s not a good idea to look down. And remember to stay calm! Are there any questions? K Do we have to wear a helmet? S Yes, we supply everyone with a helmet. J Can I wear my own trainers? S No, you must wear climbing shoes. … OK. Do you want to have a go? J/K Yes … S OK, Jody, you’re going to go up first. Put your hands here and your feet here. Kyle, hold the rope. J OK. What should I do next? S Try moving your left foot. That’s it. J It’s scary! S You’ll be fine. Just don’t look down. J Am I doing it right? S Yes. Watch out. Don’t step across too far. J I can’t move now! S Stay calm. Try going right instead. Is that better? J Not really. S OK. Try climbing up or down. That’s it. … S Right, Jody. Time to come down. J Don’t let go, Kyle! K Don’t worry, I won’t. J That was fun! But I was really scared. K You did really well.

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Unit 7, page 96, exercises 3 and 4, Review

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1 If a lion looks like it’s going to attack you, you should hold your arms up and make a scary face. Lions will usually be afraid to attack you if you look scary. If you lie down or stand still, you will be easy prey! 2 You’re at the beach when you step on a box jellyfish. A sting from a box jellyfish can kill you, so you should put vinegar on your foot and see a doctor immediately. 3 If a crocodile attacks, hit it in the eyes or on the nose. Then run or swim – as fast as you can. If you don’t move, the crocodile will eat you. 4 A shark has opened its mouth to bite you. If you don’t move, it will think you are dead, then it will eat you! Try hitting it on the nose or in the eyes. 5 You are walking in an African wildlife park and you meet a rhino. You should run in the opposite direction, or you could climb a tree. A rhino will usually run straight ahead, so if you run in the opposite direction, it probably won’t chase you. If there is a tree, climb it. You mustn’t stand still, whatever you do. If you don’t move, you will be in serious danger.

Unit 8, page 100, exercises 3 and 4

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P = Presenter, R = Rani, J = Jason P Welcome back to the show! Remember, you have to answer before the gong! Jason and Rani are here. Our winner today will be a finalist in next week’s show. Now, this last round is all about … television! … Do you like watching TV, Rani? R I watch a lot of TV, Bob. Can’t live without it! P And you, Jason? J Yes, there are some great shows, Bob. P OK, the first question is for you, Jason. This show is on twice a week, and in every episode, we follow the life of a family in Wilpton – there’s always a lot of drama! What’s the show? J Is it that sitcom? You know – the funny show about that family – At Home with the Hiltons! P No, it isn’t, I’m afraid, Jason! There isn’t much laughter in this show. Rani, can you answer it for an extra point? R Sorry, I can’t, Bob. P It’s the soap opera, This Day in your Life. R Ah well, I don’t watch many soap operas. P So Rani, you’re still on fifteen points, and Jason, you’re still on twenty. … Rani, which programme invites guests into the host’s living room every Wednesday night? R Oh, yes, my mum loves this programme – she always records it! It’s A New Look, with Toby Tidyman. P No, it isn’t, Rani. I’m afraid you haven’t got any points this time. … Jason, have you got any ideas? J It’s the chat show, On the Sofa, I think … P That’s correct! R Ah well, I don’t watch many chat shows. P Jason, how many reality TV shows do you watch? … because, here’s your last question in this round! This show is about some teenagers who are living together in the jungle. They aren’t actors and the cameras film everything they do. Who will survive? J Is it Island Survivor? P Yes, it is! That’s thirty points! … Rani, this is your last question. Which famous police officer is the star of a show on Channel 4, at 7.00 p.m.?

… P Come on Rani, you need some points! R How much time have I got? P You haven’t got much time – five more seconds. R I know the show you mean. But I don’t know the officer’s name. P Rani, time is up. Does the name Richie Wright sound familiar? R Of course! I knew that. P Really? Rani, you’ve lost five points, which means you leave the show this week with a total of ten points. You don’t really watch much TV, do you? R I guess I don’t watch enough! P Or perhaps you don’t watch the ‘right’ programmes! Well done, Jason, you go through to the show next week. See you next time on Go for the Gong!

Unit 8, page 104, exercises 2 and 3

$ 2.31

B = Brother, S = Sister, M = Mum, Ma = Man B I’m bored. There isn’t anything on TV. Can we go to the new skate park, Ruby? It looks really good. S Not right now. I’m doing something. B What’s so important? S I have to write this story for my English homework and I need to find some information. Why don’t you go with Jack? B He can’t go. He has to tidy his room this afternoon. M Max, could you feed the dog, please? Ruby, could you go to the shop for me? B/S Oh! S I have to finish my homework, Mum. M Well, someone has to feed Frodo and someone has to go to the shop. We haven’t got any milk and I’d like a paper. S I’ll do it later. I promise. M You always say that. How long will you be? S I won’t be long. M OK. B If I go to the shops, will you come to the skate park with me after? You can finish your story. S OK, but could you feed Frodo too? B It’s a deal! … B There. I’ve done the shopping. I’ve fed Frodo. Have you finished your story? S No, I haven’t. B That’s not fair, Ruby. You said we could go … S OK, OK. I’ll do it later. Let’s go. … Ma Sorry. Look at the time, it’s Sunday – we’re closed. B Oh no. We’re too late! … S This programme is great! B It’s better than the skate park! Wow! I’d love to try that one day. S I’m not brave enough. I think I’ll stick to tennis and hockey! M Ruby, have you finished your homework? S Ummm, no. I’ll do it now.

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Unit 8, page 108, exercises 3 and 4, Review

$ 2.34

1 A serious forest fire has caused a lot of damage in south-east Australia. Firefighters are working hard to put the fire out, and rescue teams are moving people to safe areas. Firefighters say the fire started when someone lit a barbecue and forgot to put it out.

2 Tomorrow it will be sunny and cold in the north, with temperatures of eight degrees Celsius. In the south, it will be warmer, with temperatures of twelve degrees, and a lot of sunshine. In the evening, there will be a few showers.

3 C1 = Character 1, C2 = Character 2 C1 You have to tell someone, Kathy. You can’t keep something as serious as this a secret. C2 I know. But I’m so worried about Sean. I don’t know what he will do if I tell the police.

4 G = Guest, N = Narrator G Oh dear, I’m so sorry! It’s so difficult to hold a plate and a drink at the same time! N You don’t have accidents like this at your parties, do you? … Oh you do … then this one is for you. Thanks to this new thumb plate, you can serve finger food at a party and your guests won’t ever drop one of your plates again!

5 You’ll love the new hot-dog toaster! Like all other toasters, it can toast bread, but it also warms the sausages. Just pop them into the toaster, set the timer and, in a few minutes, you’ll have the most delicious hot dog, ready to eat! They’re selling quickly. Buy yours today – you don’t want to be without one, do you?

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4 Now for our next and final round. Our first question goes to Vikram, of Forest Hill School. Vikram, can you name this famous rock band?

5 P1 = Presenter 1, P2 = Presenter 2 P1 There’s something in the trees just up ahead. We have to be very quiet now … Can you see anything, Elliot? P2 Yes, I think it’s a lion! Walk backwards slowly … keep the cameras on that spot between those two trees …

Unit 9, page 112, exercises 3 and 4

$ 3.02

1 You’re going on a picnic and taking some pasta salad, so you need to take a fork, don’t you? Or perhaps a spoon … . The answer is here for you … take a spork! The spork is strong but light to carry. It’s easy to fit into a bag, or attach to your belt or key ring. Pack one in your lunch box! Perfect for outdoor activities, garden parties, barbecues, camping and festivals.

2 Conversations over a mug of coffee aren’t always interesting, are they? So for a more exciting coffee-drinking experience, try the ‘Shark! Heat-Sensitive Mug.’ When the mug is empty, you’ll see a relaxing picture of swimmers in the ocean. But if you fill it with a hot drink, you’ll suddenly see sharks swimming among them! With this mug, conversations will be more interesting than ever before!

3 Waiting for water to boil for tea or coffee is the most boring thing in the world. That’s why you need the iKettle! The iKettle is the world’s first smart kettle with a Wi-Fi connection. You can turn it on from any room in the house. So when you want a hot drink, just touch an icon on your smart phone, and it will tell you

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when the water has boiled! Now you can stay in bed later than usual, can’t you, and still enjoy your coffee or tea on time!

How do you prefer your eggs cooked? Hard boiled, or soft boiled? Whichever way you like them, you can cook them perfectly using an egg timer. And here’s one with a difference. When you’ve boiled your egg just the way you like it, turn the egg timer over, and it becomes an egg cup! It’s clever, isn’t it?

Unit 9, page 117, exercises 2 and 3

$ 3.05

J = Jenny, H = Harvey, E = Emma, A = Adam, S = Sophie

Part 1 J OK guys, thanks for coming! So, just to remind you – we’re having the party this evening to celebrate the opening of the new community arts centre. But there’s a lot to do this afternoon and the party starts at 6. H We’re going to have it outside, aren’t we, Jenny? J Well, if the weather stays good, yes, we’ll have it outside in the square. People can sit on the benches and then come inside and help themselves to food and drink. E It won’t rain later, will it? We should be prepared. J Well, if it rains, we’ll come inside and continue the party in the hall. That’s not a problem – people will have a chance to look at all your fantastic artwork on display while they eat and drink! A Jenny, what are we going to do about food? H We’re making a big chilli con carne, aren’t we? J Yes, people will love that. Can anyone help Harvey with the food? We have to get all the drinks into the fridge very soon, too. S I’ll help you with it, Harvey. J That’s a big help, Sophie. Adam and Emma, you’ve started the mural outside, haven’t you? We discussed having some really bright colours on the walls. A Yes. We started painting this morning but we need to finish it this afternoon. J OK, but don’t forget it will need time to dry, won’t it? Can I do anything to help you? E That’s really kind of you, but I think it’s all under control. It’s going to look great! A Is there going to be any entertainment?

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S Yes, I’m in charge of the music. I’ve asked my brother’s jazz band to play. But don’t worry, they won’t play anything too loud! J Good. We’re not allowed to play loud music after 9 p.m., remember. We don’t want the neighbours to complain. S Have we forgotten anything? Who’s coming? Have we invited anyone from the local newspaper? J Yes, the editor is coming – and he’s bringing his photographer, too. So, get some lunch and see you back here this afternoon!

Unit 9, page 117, exercise 4

$ 3.06

Unit 8, page 126, Focus on History, exercise 3

$ 3.15

1

S = Sophie, J = Jenny

This is a very small piece of land, for peasant farmers to grow food on.

Part 2 S Jenny, this is my brother, Tom. He’s here with his band. Do you mind if they set up in the hall now? Oh! What’s the matter? You don’t look very happy. J It’s 5 o’clock. There’s one hour to go. Emma fell asleep at home and Adam couldn’t get back because he missed the bus! They haven’t painted those walls. Look – they’re still covered in graffiti. It looks awful. And the guests will be arriving in an hour! What are we going to do, Sophie? S Hang on. I’ve got an idea. Where’s the paint?

Unit 9, page 117, exercise 5

S No, I want it for myself. I’m going on a Geography trip to the mountains next term, remember? J This is nice. It’s a garden bench. You can grow flowers in it as well. Mum will like that. She loves gardening in her free time. S It’s very expensive. We haven’t got enough money to buy that. J You’re right. Well, we’ve both bought something for ourselves now but we haven’t bought anything for Mum!

2 You do this when you give control of land or houses to someone for a long period. Normally, there is an agreement about the time, and how much money they have to pay to use the property.

3 This is a long period of history – often hundreds or even thousands of years.

4

$ 3.07

J = Jenny

This is money that people have to pay to the king, baron or church.

Part 3

5

J Welcome to our new community arts centre! As you will agree, the place looks fantastic! Everyone has worked really hard, but we want to give you all the opportunity to transform this wonderful old building. You see these walls around us? I think they’ll look better with some vivid colours, don’t you? So, if you’ll all put on these old shirts, I’ll give you each a brush and a tin of paint. You can paint anything you like. And to help you along, Tom’s band is going to play for you!

This is agreeing to fight as a soldier in a war. Knights gave this to the king, in return for land and power.

Unit 9, page 122, exercises 3 and 4, Review

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J = Joe, S = Sarah J What present are we going to buy Mum? We’ve bought her perfume, jewellery and pictures before. We need to buy her something different this year. S What about something for the kitchen? J That sounds boring. She won’t like that. S I disagree. There are lots of really amazing new designs for everyday things, you know. J Let’s look online. S Here, let’s look at this website, twenty amazing new designs for the home. J This sounds interesting. It’s a self-heating plate, so your food doesn’t get cold. It’s really useful if you have breakfast in bed! S I don’t think it’s useful for Mum. What will she do with it? She never has breakfast in bed. J Yes, that’s true, but I have breakfast in bed all the time. I think I’m going to buy it for myself. S I like the sound of this. It’s a battery-operated kettle. If you fill it with water and put it on, it will boil enough water for a cup of tea or coffee. It’ll be great for camping. J But Mum doesn’t go camping.

Unit 9, page 131, Focus on Science, exercise 3

$ 3.21

1 [a sound that is very quiet – the quietest of this group of sounds]

2 [a sound that is very high-pitched]

3 [a sound that is very low-pitched]

4 [a sound that is very loud – the loudest of this group of sounds]

Audio scripts

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Workbook answer key page 4

Starter 2

Reading 1 C 2 1 F. Tina goes cycling, running and goes to the gym. 2 T. 3 F. She’s got a lot of medals for different skiing competitions. 4 T.

Grammar

3

4

Collective nouns 3 1 E (Example) 2 D 3 A 4 C 5 B 4 1 ✗ 2 ✓ 3 ✓ 4 ✗ 5 ✓ 6 ✗

5

2 Are you writting / writing an email? 3 We aren’t plaiing / playing cricket. 4 They’re making / makeing pasta for dinner. 1 Is, studying, ‘s watching 2 aren’t swimming 3 ‘s hanging out 4 isn’t running 1 is waiting 2 Are, enjoying 3 aren’t hitting 4 Is, watching 5 are laughing 6 ‘m making 1 usually eats, Students’ own answers. 2 don’t go, 3 ‘m sitting, 4 ‘m studying, 1 A 2 B 3 B 4 C 5 C 6 A 7 B 8 C 9 A 10 A

page 5 page 7

Grammar Present simple 1 1 watches 2 does 3 don’t 4 don’t 5 they go 2 1 How 2 When 3 What 4 Why 5 Which 3 Students’ own answers

Vocabulary Clothes

1 1 4 2 1 2 3

Shall, boring 2 What 3 prefer want I’m not sure. It’s raining! What about playing computer games? I don’t really like them. Shall we go to the cinema? 4 That sounds fun! Let’s go this afternoon.

Writing

1 Head

cap, hat

Body

hoodie, shirt

Feet

sandals, socks

2 1 jeans, C 2 skirt, A 3 hats, B 3 1 boots 2 jeans 3 dress 4 jacket 4 1 ✓ 2 ✗ 3 ✓ 4 ✗ 5 ✗ 6 ✓

Extra vocabulary 5 1 2 3 4 5

Practical English

balconies coaches dresses batteries, torches children

page 6

3 a typical day, 4 personal information (age, home and family), 1 her interests, 3 her appearance, 2 4 1 She likes doing a lot of sports. 2 She’s wearing her basketball kit because she plays for the school team. 3 No, she doesn’t. She doesn’t have much time to play it. 4 She does her homework and watches TV with her brothers. 5 Students’ own answers. page 8

Unit 1 What’s new?

Grammar

Vocabulary

Present continuous 1 1 He’s swimming / swiming this afternoon.

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Opposite verbs 1 1 C (Example) 2 D 3 B 4 E 5 F 6 A

2 8 7 5

1

6

W H

2

G

I

S

I

S T

L

A U G H

A

E

O

N

U

D

A

S

K

V V

E

I

C

T

S 3

P

K

U

P

E 4

C

R

Y

3 1 We ate our ice creams before the show finished / arrived / began. 2 I lost / asked / answered a lot of questions. 3 Hello!’ Cathy shouted / whispered / gave. 4 I can’t remember / find / finish the address. 5 When does the train begin / leave / arrive? 6 We saw / heard / laughed the car drive down the street. 4 1 laugh. Students’ own answers. 2 sit, 3 begin, 4 leave, 5 see,

Extra vocabulary 5 1 pillows 2 feathers 3 fountain 4 pavement page 9

Grammar Past simple: regular and irregular verbs 1 1 R 2 I 3 I 4 I 5 R 6 R 7 I 2 1 finished, forgot 2 was, washed 3 picked up, took, thought 3 1 Yes, I did. 2 It was my friend’s birthday. 3 We played mini-golf. 4 When we arrived, they gave us ten balls. 5 I lost all of them! 6 Where did you hit them? 7 Some went into a tree, and some fell into the river. 8 Did any balls go into the holes? 9 No, they didn’t! 4 Students’ own answers.

Workbook answer key

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Consolidation

page 12

5 1 feather 2 picked, up 3 took 4 went 5 finished 6 waited 7 pavement 8 saw 9 was 10 remembered 11 gave 12 dropped 13 lost

Reading

page 10

Vocabulary Feeling adjectives 1 1 4 2 1 5 3

angry 2 energetic 3 surprised tired angry 2 excited 3 bored 4 tired relaxed 1 2

4 5 6

B

page 13

Writing

P

O

S

I

T

I

V

E

X

C

I

T

E

D

An event (punctuation)

A N G

R

Y

1

V O U

S

3

N

E

R

L

O N

E

O

R

D

E

L

E

1 B 2 1 DS 2 T 3 F 4 T 5 DS 3 Example answers: 1 They read, listened to music or slept. 2 Because people sang ‘Happy Birthday’ and there were balloons, hats and cakes. 3 At first, people were nervous. Then they relaxed and laughed. 4 They sang ‘Happy Birthday’ to her. 5 She read about it in the paper.

Y

The mystery adjective is scared. 4 Students’ own answers.

Extra vocabulary 5 1 hungry 2 thirsty 3 funny 4 asleep page 11

capital letter

7 8 9 10 11

left had dropped forgot didn’t buy

page 15

5 1 2 3 4 5 6 7 8 9 10

did you use ✓ was it / did it use to be did you use ✓ there were didn’t use to live ✓ ✓ there was

Practical English 6 1 show 2 Who’s 3 like 4 good at 5 favourite 6 prefer 7 at break Lucy

Cumulative review Starter and Unit 1

strawberries, yellow

7 1 was 2 surprised 3 it 4 USA 5 saw 6 didn’t think 7 gave 8 weren’t 9 used to 10 always 11 don’t want

1

comma

2

exclamation mark Stop!

3

apostrophe

can’t

4

question mark

it?

5

apostrophe

Lucy’s

page 16

2 Students’ own answers. 3 1 3 2 1 3 1 4 2 5 1

Unit 2 Lost and found

Writing task

Vocabulary

4 Students’ own answers.

Materials

Grammar (there) was / were 1 1 2 3 4 2 1 6 3 1 2 3 4 5 6 4 1 2 3

Were, was Was, was Was, wasn’t Were, were wasn’t 2 ✓ 3 ✓ 4 were 5 was ✓ 7 weren’t wasn’t, F (Example) weren’t, A wasn’t, E weren’t, D Were, C wasn’t, B were there, Students’ own answers. were your best friends, were,

Consolidation 5 1 2 3 4

eat, wasn’t hungry Were, weren’t, scared Was, was, asleep did, went, energetic

page 14

Review Vocabulary 1 1 2 3 4 5 6 2 1 2

pick up whisper shout laugh leave give tired, energetic surprised, bored, scared

1 1 cotton 2 glass 3 metal 5 plastic 2 1 (D) cotton 2 (B) paper 3 (C) leather 4 (C) ceramic 5 (D) wool 3 1 Wood, rubber 2 Silver, gold 3 leather, wool 4 Cardboard 5 ceramic 4 Students’ own answers.

4 paper

Extra vocabulary

Extra vocabulary

3 1 2 3 4 5

5 1 strange 2 smell 3 coins 4 rare 5 fields

pavement sick asleep thirsty pillow

Grammar 4 1 2 3 4 5 6

didn’t went wanted Did you go did bought

page 17

Grammar Past continuous 1 1 2 3 2 1 2

Were you having Ian wasn’t listening They were waiting weren’t Was, wasn’t

Workbook answer key

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3 4 5 3 1

was Were, were wasn’t were the girl and the man sitting on a bench? Yes, they were. 2 were the boys talking? No, they weren’t. 3 was a bus arriving? Yes, it was. 4 Students’ own answers.

Consolidation 5 1 A

2 B

3 C 4 B

5 C

Consolidation

page 18

5 1 empty 2 went 3 bowl 4 was eating 5 packet 6 heard 7 shouted

Vocabulary Containers 1 2 3 4

J B 5 6

page 20

C

P

A

A

R

O

T

Reading

C T

K L

E

T

E

B O X E

N

V

E

L

O

P

E

The mystery word is carton. 2 1 bowls 2 carton 3 packet 4 jar 5 envelope 6 box 3 1 bowl 2 tin 3 can 4 glass 5 case 4 Students’ own answers.

Extra vocabulary 5 1 special 2 miserable 3 full 4 empty 5 extraordinary page 19

1 A 1✓ B 1✓ C 2✓ D 2✓ 2 1 DS 2 F 3 DS 4 T 5 DS 3 Example answers: 1 She was looking around the café. 2 She found a message and a number. 3 It is when you leave a book in a public place so someone else can take it and read it. 4 They have numbers so you can record them on the website. 5 More than 100,000 people were using it by 2003. page 21

Writing

Grammar Past continuous and past simple 1 1 2 3 4 5 2 1 2 3 4 5 6 7 8 3 1

was sleeping heard Did you drink was waiting tried, were was walking, heard Were, sleeping, arrived were studying, made didn’t think, played wasn’t reading, came wasn’t listening, asked called, were cooking Was, shopping, took While we were talking, someone called my mobile. 2 We were playing football when we broke the window. 3 While Maria was waiting for a taxi, her bus arrived. 4 The police arrived while the men were robbing the bank.

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4 1 The children were playing in the park at nine o’clock this morning. 2 I wasn’t listening to music at nine o’clock last night. I was watching TV. 3 Izzy was having breakfast when her parents told her the good news. 4 My brother was playing on his computer when suddenly the screen went black. 5 Were you sleeping when I called you? 6 When you were walking to school this morning, we were walking the dog.

A thank-you note (apostrophes) 1 1 yours 2 aren’t 3 Whose 4 Mike 5 Tom’s 6 cakes 7 It’s 8 isn’t 9 They’re 2 Students’ own answers. 3 A ✓3 B C ✓2 D ✓4 E ✓ 1 (Example) F G ✓5 4 Students’ own answers. page 22–23

Review Vocabulary 1 1 wood 2 ceramic 3 cardboard 4 leather 2 1 jar 2 tin 3 bowl 4 envelope

Extra vocabulary 3 1 2 3 4 5

cheerful iceberg, lifeboats coin, rare luggage tool

Grammar 4 1 2 3 4 5 6 5 1 2 3 4 5 6

Was, Were writting, writing didn’t, weren’t visiting, was visiting you were, were you was playing, were playing arrived was crying were buying dropped was driving was doing

Practical English 6 1 E

2 B

3 D 4 C 5 A

Cumulative review Units 1 and 2 7 1 A 2 B 3 C 4 C 8 A 9 A 10 B

5 A

6 C

7 A

page 24

Unit 3 People and planet Vocabulary The body 1 1 G (example) 2 F 3 A 4 B 5 D 6 C 7 H 8 E 2 1 muscle 2 skin 3 back 4 ankle 5 neck 3 1 ankle, knee 2 fingers, thumb 3 shoulders, chest 4 heart, muscle 4 Students’ own answers.

Extra vocabulary 5 1 strong 2 ill 3 weak 4 fit 5 healthy page 25

Grammar will / won’t 1 1 2 3 4 5 6 2 1 5

E (Example) F A B C D will be 2 won’t 3 will 4 will buy

Workbook answer key

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3 1 will he 2 won’t be 3 will be 4 Will they, won’t 5 won’t finish that book 4 Students’ own answers.

page 28

Reading

Consolidation 5 1 will 2 will she 3 won’t 4 wrists 5 will do 6 won’t 7 will get page 26

Vocabulary The environment 1 1 Global warming 2 Pollution 3 fossil fuels 4 eco-friendly 5 run out 6 environment 2 1 F 2 T 3 F 4 T 5 T 6 F 7 T 3 1 organic 2 Greenhouse 3 run 4 fossil 5 eco4 Students’ own answers.

Extra vocabulary 5 1 protein 2 cow 3 fuel

4 algae

page 27

Grammar The first conditional 1 1 2 3 4 5 2 1 2 3 4 5 6 3 1 2 3

use will you do won’t invites ‘ll stay ‘ll be ✓ stops ‘ll be ✓ will we do He’ll call you if his train is late. Will you tell me if you’re unhappy? I won’t invite him to my party unless he says sorry. 4 What will you do if you get lost? 5 Unless we run, we won’t catch the train. 4 Students’ own answers.

Consolidation 5 1 2 3 4 5 6 7 8

increasing Unless will fossil fuels greenhouse gases eco-friendly run out don’t

1 1 B 2 D 3 A 4 C 2 1 D 2 ✗ 3 A 4 C 5 ✗ 3 1 it becomes too expensive. 2 it will be possible to grow crops all year round. 3 the crops will grow inside buildings. 4 it takes up less space and plants grow easily with electric light. 5 we won’t eat meat. page 29

Writing Recommendations (also, too, as well) 1 1 If you stay at home all day, you’ll become unfit and you’ll also get bored also. 2 Walking is good for you, and it’s as well very cheap as well. 3 In a sports club, you’ll get some exercise, and you can too make friends too. 4 I enjoy sports, and I also like relaxing also. 5 Drink while you’re exercising, and afterwards, as well have a snack as well. 2 Students’ own answers. 3 1 C 2 C 3 A 4 B 5 A 4 Students’ own answers. page 30–31

Review Vocabulary 1 1 4 2 1 2 3 4 5

muscles 2 brain 3 heart thumb 5 toes run out Decrease fossil fuels pollution eco-friendly

5 1 Pollution will get worse unless we stop using fossil fuels. 2 If I finish work early, I’ll make dinner for you. 3 Unless you drive more slowly, you’ll have an accident. 4 If Helen saves enough money, she’ll buy some new jeans. 5 Your teacher will be angry if you don’t do your homework.

Practical English 6 1 2 3 4 5

hurt, D stomach ache, sick, P matter, D temperature, D sore, P

Cumulative review Units 1–3 7 1 are seeing 2 increase 3 strong 4 think 5 pay 6 benefits 7 won’t 8 protein 9 bottle 10 ‘re 11 muscles 12 Energetic 13 ecopage 32

Unit 4 Making it happen Vocabulary Money 1 1 B 2 E 3 D 4 G 5 A 6 F 7 C 2 1 Did you sell / save / earn this money? 2 How much did he donate / prize / spend? 3 I want to spend / buy / sell these shoes. 4 He’s paying with cash / pocket / coins. 5 Who paid for / bought / spent this book? 6 That’s a lot of pocket / cash / prize money! 7 It takes a long time to win / save / earn €5,000. 3 1 pocket 2 spend 3 buy 4 save 5 earn 6 prize 7 win 8 pay 4 Students’ own answers.

Extra vocabulary 5 1 messy 2 rich 5 annoyed

3 broke

4 pleased

page 33

Extra vocabulary 3 1 weak 2 graduate 3 survey 4 ill 5 heat 6 award

Grammar 4 1 2 3 4 5

isn’t, won’t be don’t, won’t arrives, ‘ll arrive finish, ‘ll finish passes, ‘ll pass

Grammar be going to 1 1 Are 2 ‘m 3 are 4 Is, isn’t 2 1 He isn’t going to stay with his cousin. 2 He’s going to see the new Brad Pitt film. 3 He isn’t going to go bowling with his friends. 4 He’s going to save his money. 5 He’s going to buy a new mobile phone.

Workbook answer key

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3 1 2 3 4 5 4 1

I’m not going to buy Is Alicia going to run I’m going to find No, they aren’t. isn’t going to do Are your parents going to change their jobs soon? they are / they aren’t, Students’ own answers. 2 When are you going to leave school? 3 What are your family going to do for your next holiday?

Consolidation 5 1 rich 2 broke 3 pocket 4 on 5 buy 6 earned 7 saving 8 to start page 34

Vocabulary Verbs and prepositions of movement 1 Verbs Fall hop jump run stand walk

Prepositions along around through under up

2 1 into 2 on 3 off 4 under 5 down 3 1 jump over 2 Hop onto 3 run around 4 swim through 4 Students’ own answers.

Extra vocabulary 5 1 third 2 tunnel 3 nets 5 wall 6 quarters

4 half

page 35

Grammar be going to and will for predictions 1 1 5 2 1 2 3 4 5 6 7 3 1 2 3 4 5 6 4 1

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D (example) 2 C 3 B A 6 E ‘re going to miss will win ’s going to have won’t like aren’t going to eat is going to fall ’ll enjoy ‘s going to be ✓ ✓ ✓ is going to have is going to fall ‘ll be

4 F

2 isn’t going to go out 3 will be 4 will win

Grammar

Consolidation 5 1 A 2 C 3 C 4 A 8 C 9 C

5 B

6 B

7 A

4 1 C 2 E 3 D 4 F 5 A 5 1 ‘ll win 2 isn’t going to play 3 won’t earn 4 is going to run out

Practical English

page 36

Reading 1 1 B 2 F 3 A 4 C 5 E 6 D 2 1 exchange 2 ceremony 3 signifies 4 share 5 veil 3 Example answers: 1 Jana and Honza are going to pay for some of the wedding with their savings. Their parents will pay for the rest. 2 Jana and Honza are going to have separate stag and hen parties. 3 The wedding party will last for two days. 4 The bride and groom eat salt to signify that married life won’t be easy. 5 They’ll use the money from the dance to help pay for the wedding.

6 A B C D E F G

5, notes (Example) 3, pay 6, change 2, receipt, refund, comes 7 1, return 4, take, machine

Cumulative review Units 1–4 7 1 A 2 B 3 C 4 A 8 A 9 A 10 B

5 C

6 C

7 B

page 40

Unit 5 Young and old Vocabulary Life stages 1

Y

E

Y

N

R

A M T

I

U

O K

B

A

B

Y

I

L

E

D

U D M T

O D D

L

E

R

Writing

N

B

O

Z

I

D D

S

K

E

A formal letter of invitation (and, but, because (of ) and due to)

G

Z

U

C H

I

L

D V

L

A U

S

G

C

A

E

X O D

D D

E

R

J

F

A

Y

S

E

U

T

E

E

N A G

E

R

R

L

E

R

N

B

G

V

E

L

T

T

F

A

E

C D G

B

Y

page 37

1 1 B✓ 2 A✓ 3 B✓ 4 B✓ 5 B✓ 2 Students’ own answers. 3 A 1 (Example) B 3 C 4 F 5 G 2 4 Students’ own answers.

D 6

E 7

page 38–39

Review Vocabulary 1 1 5 2 1 4

coins 2 spend 3 pay 4 earns for fall off 2 climb up 3 stand on run around

Extra vocabulary 3 1 2 3 4 5

valuable slide broke bride wedding

E

2 1 elderly 2 teenager 3 child 4 toddler 5 teenager / young adult 6 middle-aged 3 1 learn 2 get, have 3 retired 4 go, get 5 have 6 leave 4 Students’ own answers.

Extra vocabulary 5 1 fortunately 2 fluently 3 easily 4 properly 5 eventually

Workbook answer key

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Grammar can, can’t, could, couldn’t 1 1 D (Example) 2 A 3 F 5 C 6 E 2 1 couldn’t, can’t 2 could he, can’t 3 Can he, can 4 Could he, could 5 can he, couldn’t, can 3 1 Could, couldn’t 2 Can I, can 3 Could you, couldn’t 4 Can, could 5 can’t, couldn’t 4 Students’ own answers.

4 B

Consolidation 5 1 C

2 3 4 6 1 2 3 4 5

Consolidation

page 41

2 A

3 B

4 A

5 A 6 B

page 42

Vocabulary Verbs 1 1 F (Example) 2 E 3 G 4 D 5 C 6 A 7 B 2 1 doing 2 up 3 with 4 on 5 make 6 with 7 lie-in 8 trip 3 1 spend 2 do well 3 text 4 have, lie-in 5 sunbathe 4 Students’ own answers.

5 1 2 3 4 5 6 7 8 9

up faster later unenjoyable more interesting making strong unimportant spend

Practical English 7 1 2 3 4

page 44

Reading

1 A 2✓ B 2✓ C 2✓ 2 1 money 2 professionally 3 positively 4 50 5 today 3 Example answers: 1 People think freedom, money or doing well professionally will make them happy. 2 People become less happy between the ages of 18 and 50. 3 Middle-aged people have more money, but they can’t relax because they work the hardest. 4 The way to be really happy is to live for today. page 45

Writing

Extra vocabulary

A review (adverbs of degree)

5 1 untidy 2 unhealthy 3 unhappy 4 unimportant 5 unenjoyable

1 1 it isn’t very 2 extremely 4 are extremely 2 Students’ own answers. 3 1 C 2 A 3 C 4 Students’ own answers.

page 43

Grammar

3 really

Comparative and superlative adverbs

Review 1 1 Toddlers 2 retire, elderly 3 teenager 4 Babies 2 1 invite 2 made 3 took 4 had

Extra vocabulary 3 1 unimportant 2 easily 3 auditions 4 properly

Grammar could run can’t wear couldn’t finish couldn’t watch can’t go can play A) was allowed

Cumulative review Units 1–5 8 1 B 2 A 3 B 4 A 5 B 8 A 9 B 10 B 11 B

6 C

page 48

Unit 6 Work and play Vocabulary Jobs 1 1 C 2 F 3 E 4 B 5 D 2 1 A journalist 2 An astronomer 3 A firefighter 4 A pilot 5 A florist 6 A yoga instructor 7 A veterinary nurse 3 1 fashion buyer 2 film producer 3 events organizer 4 radio DJ 4 Students’ own answers.

6 A

Extra vocabulary

B) allowed

Grammar Present perfect 1 1 Has, has 2 Has, has 3 Has, hasn’t 4 Have, have 2 A) have, been 1 A) Have, eaten 2 A) Have, read 3 A) Have, flown 3 1 ‘s read 2 has opened 3 hasn’t written 4 haven’t been 5 ’ve done

B) ’ve been (Example) B) haven’t, ‘ve visited B) ‘ve, read, has seen B) have

Workbook answer key

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7 B

page 49

Vocabulary

4 1 2 3 4 5 6 5 1

That’s a good point. I don’t agree. To be honest, What do / did you think

5 1 work experience 2 a career 3 apply 4 charity

page 46–47

1 1 earlier 2 more fluently 3 the soonest 4 faster 5 the worst 2 1 the most loudly 2 earlier 3 better 4 more easily 5 the worst 3 1 faster than 2 the most fluently 3 the most happily 4 more easily than 5 earlier than 6 the hardest 4 Students’ own answers.

A) allowed B) was allowed A) didn’t allow B) weren’t allowed A) weren’t allowed B) didn’t allow the hardest as well as as good as less quietly than earlier

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4 1 Has a friend bought you a great present? Students’ own answers. 2 Have you won a prize in a competition? 3 Have you and your friends seen a film this month?

3 1 5 4 1 2 3 4

Consolidation 5 1 2 3 4 5 6 7 8 9 10 11 12 13

5 1 2 3 4 5

has sold sales assistant ’s been fashion buyer ’s written journalist ’s worked events organizer film producer ’ve made ’s become veterinary nurse haven’t missed

haven’t 2 Has 3 hasn’t 4 has Have There hasn’t been any news. Has there been a lot of snow this year? There haven’t been any school trips this term. There’s / There has been a storm in the Caribbean. I’ve ever read, Students’ own answers. there’s / there has been, I’ve never eaten, there hasn’t been, I’ve ever seen,

Consolidation 5 1 has 2 never 3 hired 4 explore 5 been 6 never 7 met 8 haven’t 9 got page 52

Reading

page 50

Vocabulary Holidays 1 1 a suitcase 2 an accident 3 a postcard 4 a hotel 5 ill 2 1 was 2 explore 3 abroad 4 sunburned 5 met 6 buy 7 forget 3 1

P S U N 3 E X P L O 4 H 5 S U I T C 6 P O S T C A R 2

A B R O A D

S U E S S

S P O R T R N E D T E L E

The mystery word is abroad. 4 1 meet, Students’ own answers. 2 sunburned, 3 postcards,

1 1 ✓ 2 1 T 2 F 3 F 4 T 3 1 non-motorized transport. 2 ridden from Canada to the USA. 3 for 72 hours. 4 a zookeeper / cleaner / fitness instructor. 5 cut hair, be a school teacher or work with snakes. page 53

5 1 check in 2 delayed 3 cabin crew 4 long haul

Practical English 7 1 job 2 worked as 3 experience of 4 able 5 how to 6 interested 7 good at

Cumulative review Units 1–6 8 1 had 2 job 3 donating 4 journalist 5 cows 6 organizer 7 most 8 couldn’t 9 properly 10 broke 11 career 12 ‘s going to 13 has enjoyed page 56

Writing An e-postcard (adverbs of manner) 1 1 beautifully 2 carefully 3 angrily 4 noisily 5 energetically 2 Students’ own answer. 3 1 C 2 B 4 Students’ own answers.

Unit 7 The great outdoors Vocabulary Animal attacks 1 1 E (example) 2 A 3 D 2

page 54–55

4

Review 3

Grammar Present perfect with ever and never; there has / have been never 2 never 3 ever ever ’ve never watched has ever made ’ve never heard ever been ’ve never thought

4 never

F

6

I

G H

C S

A S

I

I

E

N

C

G

K

3 1 charity 2 apply 3 cure in 5 poison 6 career

T

A

C

7

1 1 2 3 4 5 6 2 1 5

Extra vocabulary

T

2

Vocabulary sales assistant florist pilot yoga instructor astronomer firefighter booked 2 hire 3 explore 4 have miss 6 buy 7 send

4 C

5 B

T

I 5

H

page 51

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4 1 Simon hasn’t got a photo for his visa. 2 Simon and Lucy have found their passports. 3 Lucy hasn’t bought sandals. 4 Lucy and Dad haven’t read the guide book. 5 Dad hasn’t hired a car. 6 Dad has booked a hotel. 5 1 Have, ever flown 2 Have, ever climbed 3 Have, ever ridden 1 She’s never flown in a helicopter. 2 She’s climbed a mountain. 3 She’s ridden a camel. 6 1 A) Has there been B) there has, There hasn’t been 2 A) Have there been B) there have, There’s been 3 A) Has there been B) there has, There’s been

1

Extra vocabulary

1 1 5 2 1 2 3 4 5

Grammar

K

T

H

R

O W

S

3 1 You mustn’t chase cats. 2 You must stand still and wait to cross the road. 3 You mustn’t bite the furniture. 4 You must defend your owner.

4 check

Workbook answer key

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Extra vocabulary 5 1 prey

2 wildlife 3 habitat 4 pain

4 ‘Do we have to be at the airport at 2 p.m.?’ ‘No, we don’t.’ 4 Students’ own answers.

3 don’t have to, You haven’t got to go to classes. 4 have to, You’ve got to have lessons.

page 57

Consolidation

Grammar Modals: should and must 1 1 P 2 O 3 A 4 P 5 A 2 1 mustn’t 2 must 3 mustn’t 4 should 5 must 3 1 You mustn’t park here. 2 ‘Should we tell her?’ ‘No, we shouldn’t.’ 3 You shouldn’t eat too much chocolate. 4 You must be on time. 4 Students’ own answers.

Consolidation 5 1 predator 2 defend 3 prey 4 attack 5 must stay 6 shouldn’t go 7 mustn’t feed 8 Should 9 stand 10 throw 11 hit 12 mustn’t touch 13 bite page 58

5 1 2 3 4

have to, brave, do has got, funny, serious friendly, have, worried Have, clever, got to

page 60

Reading 1 Floods 2 1 C 2 A 3 B 4 A 3 Example answers: 1 She’s got lots of work to do because she’s taking her final exams soon. 2 She can’t live in her house because it’s flooded. 3 She’s not very patient. 4 She hopes that there will be ways to stop homes getting flooded. page 61

Vocabulary

Writing

Adjectives: feelings and qualities

Advice on a forum (relative pronoun who)

1 1 C 2 D 3 E 4 B 5 A 2 1 mean 2 friendly 3 clever 4 embarrassed 5 shy 3 1 afraid 2 brave 3 friendly 4 rude 5 impatient 4 1 polite, Students’ own answers. 2 serious, 3 clever, 4 afraid,

Extra vocabulary 5 1 mainland 2 tide 4 footpaths

3 flood

page 59

Grammar have (got) to + infinitive 1 1 5 2 1 2 3 4 5 6 7 3 1

Have 2 don’t 3 ‘ve got 4 has Have don’t have to / haven’t got to Do you have to / Have you got to do / have have to / ’ve got to don’t have to / haven’t got to does Alice have to / has Alice got to has to / ’s got to ‘Have you got to help at home?’ ‘Yes, I have.’ 2 ‘Does Mum have to work today?’ ‘No, she doesn’t.’ 3 We’ve got to hire a car.

1 1 A veterinary nurse is a clever person who helps animals. 2 Michel and Marie are friends who live in France. 3 My mum is a fashion buyer who works for a big store. 2 Students’ own answers. 3 A 1 (Example) B 2 C 3 D 1 E 3 4 Students’ own answers. page 62–63

Review Vocabulary 1 1 sting 2 kick 3 stand still 4 throw 2 1 polite 2 helpful 3 mean 4 brave 3 1 habitats 2 leaves 3 tide 4 native 5 prey

Grammar 4 1 shouldn’t go to bed late before an exam. 2 mustn’t run when you’re holding scissors. 3 should write a thank-you letter after a party. 4 must write your name on your exam paper. 5 shouldn’t leave the lights on when you go out. 5 1 don’t, No, you haven’t 2 have to, You’ve got to bring those.

Practical English 6 1 taking 2 should 3 go 5 idea 6 worry 7 try

4 doing

Cumulative review Units 1–7 7 1 B 2 B 3 A 4 A 5 C 8 B 9 C 10 A 11 C

6 B

page 64

Unit 8 Home comforts Vocabulary Everyday items 1 1 C 2 F 3 B 4 E 5 A 6 D 2 1 conditioner 2 moisturizer 3 fridge 4 microwave 5 mirror 6 tissues 7 deodorant 3 1 air conditioning 2 central heating 3 shower gel 4 washing machine 5 duvet 6 tissues 7 hair dryer 4 Students’ own answers.

Extra vocabulary 5 1 offline 2 online 3 ban comforts 5 disconnect

4 home

page 65

Grammar Indefinite pronouns 1 1 PL 2 P 3 PL 4 T 2 1 -body, -where 2 -thing 3 -where, -thing 4 -body, -body 3 1 something 2 anywhere 3 anyone 4 someone 4 1 some, Students’ own answers. 2 any, 3 some, 4 any, 5 any,

Consolidation 5 1 A) anything B) shower gel, shampoo 2 A) something B) duvet 3 A) somewhere B) central heating page 66

Vocabulary TV programmes 1 1 cookery programme 2 weather forecast 3 wildlife show

Workbook answer key

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4 sitcom 5 quiz show 2 1 reality TV show 2 makeover show 3 travel show 4 soap opera 3 1 cookery programme 2 chat show 3 weather forecast 4 quiz show 5 sports programme 6 crime series 4 Students’ own answers.

Extra vocabulary 5 1 channel, record 2 host, rounds

Review Vocabulary 1 Bedroom

duvet

Extra vocabulary

Bathroom

conditioner, shampoo

Kitchen

fridge, microwave

5 1 humorous 2 unexpected 3 massive 4 bright

all rooms

air conditioning, central heating

2 1 2 3 4 5

travel show cookery programme chat show soap opera weather forecast

Grammar Quantifiers: some, any, a lot of, much, many, (not) enough 1 1 F 2 D 3 A 4 B 5 E 6 C 2 1 many 2 much 3 lot 4 not enough 5 some 6 enough 3 1 lot of 2 any 3 many 4 some 5 isn’t enough 4 Students’ own answers.

Reflexive pronouns

Consolidation 5 1 a lot 2 many 3 reality TV 4 any 5 episode 6 many 7 cookery 8 enough 9 enough 10 sitcom 11 chat show 12 host page 68

Reading 1 C 2 1 F 2 T 3 F 4 DS 5 T 3 1 on a tiny island as a caretaker. 2 it was quiet and there were very few people living there. 3 he had everything he needed on the island. 4 he felt lonely. 5 to live in Thailand with his wife. page 69

Writing A report (expressing quantity) 1 1 Most 2 More than half 3 Half 4 Some 5 A few 6 One or two 2 Students’ own answers. 3 1 O 2 F 3 F 4 O 4 Students’ own answers.

3 1 online 2 channels 3 a rural 4 round

Grammar 4 1 4 5 1 2 3 4 5

anything 2 somewhere 3 someone anywhere 5 anybody any much, not enough, enough a lot enough, a lot of any, some 2 long

3 promise

4 always

Cumulative review Units 1–8 7 1 4 7 9

1 1 5 2 1 4 3 1 4 4 1 2 3 4 5 5 1 2

B (Example) 2 F 3 C 4 D A 6 E ourselves 2 yourself 3 themselves herself itself 2 yourselves 3 themselves itself 5 himself / herself enjoyed ourselves cut yourself help yourselves introduce myself designed, herself themselves, Students’ own answers. himself, herself,

Consolidation

Practical English 6 1 right 5 deal

page 73

Grammar

Extra vocabulary

page 67

offline 2 career 3 surprised anybody 5 got to use 6 online has to leave 8 somewhere something 10 lonely 11 has met

6 1 2 3 4 5

bus stop steps, herself post box, myself ourselves, motorway lamp post, itself

page 74

Vocabulary

page 72

Kitchen gadgets

A

P O

S

T

C

L

F

S

T M E

E

S

T

E

P

S

V

B

E

N C H

P M E

knife 2 toaster 3 mug 4 spoon jug plate 2 timer 3 egg cup tin opener Egg cups / Mugs / Jugs are used for drinks. 2 A toaster / tin opener / knife is a useful object to take on a camping trip. 3 A timer / A kettle / An egg cup can be useful for cooking pasta. 4 A kettle / toaster / plate uses electricity. 5 Plates / Mugs / Egg cups can be used for serving food. 4 Students’ own answers.

I

B

C

I

N

E

A

R

Extra vocabulary

N

I

E

T

S

R

N

E

V

A

P M N

E

E

T

5 1 Turn over on

Unit 9 Bright ideas Vocabulary Street objects 1 1 stop 5 way 2

1 bin

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3 1 pedestrian crossing 2 motorway 3 lamp post 4 fence 5 steps 4 Students’ own answers.

page 70

2 post

3 box

4 crossing

B O X O

L

2 steps 3 bench

1 1 5 2 1 4 3 1

2 serve

3 pack 4 put

4 fence

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page 78–79

Present simple, present continuous

Grammar

Review

5 1 is studying 2 wants 3 has 4 needs 5 always gets 6 is riding 7 thinks

Question tags

Vocabulary

1 1 does 2 have 3 can’t 4 haven’t 5 isn’t 2 1 should, shouldn’t 2 haven’t, have 3 can, can’t 4 ‘s, isn’t 5 aren’t, are 3 1 doesn’t she 2 do we 3 isn’t it 4 is it 5 do you 4 1 aren’t they 2 haven’t you 3 don’t you 4 can’t we Students’ own answers.

1 1 2 3 4 5 2 1 5

page 75

Consolidation 1 1 2 3 4

packing, aren’t you mug, can’t I timer, don’t you turn over, is it

bench pedestrian crossing bike rack motorway phone box kettle 2 mug 3 fork 4 spoon plate 6 knife

Extra vocabulary 3 1 giant 2 Turn over 5 humorous

3 pack

4 set

Collective nouns, plurals and like + noun / verb + -ing 6 1 are 2 it 3 matches 4 parties 5 people 6 reading 7 spending page 83

Starter unit Vocabulary practice 1 1

Reading 1 A B ✓ C ✓ D ✓ E F ✓ G ✓ 2 1 G 2 F 3 B 4 C 5 D 3 Example answers: 1 The bike rack that is also a bench and the fence that is also a bike rack. 2 It can help them plan their journey so they can work out the best route. 3 The bus stop lights up. 4 It is useful because you can keep a biscuit on it. 5 It stirs the coffee so that the milk and sugar mix themselves into your tea or coffee. page 77

Writing An article (writing review) 1 2 3 4 5

A also B but C because D so 1 Hendersons’, P 2 We’re, C 3 Matt’s, P Students’ own answers. C Students’ own answers

T

4 1 4 5 1 4 7

B O O

T

S

S

O C

K

S

R

D

I

G A N

G G

I

N G

D

E

S

2

itself 2 himself 3 themselves yourselves 5 myself 6 ourselves can they 2 don’t they 3 are they shouldn’t we 5 isn’t it 6 can you doesn’t she

3 4 5

L

C

A

E 6

page 76

H A

Grammar

Practical English 6 A 3, mind B 6, help C 1 (Example) D 7, kind, forgotten E 4, charge F 9, control G 2 H 8 I 5, help, anyone 7 1 couldn’t 2 transformed 3 posts 4 Anyone 5 across 6 who 7 themselves 8 have 9 opened 10 have 11 will see page 81

Present simple 3 goes

Adverbs of frequency Ben never goes to school by bus. He sometimes watches TV late at night. It’s / It is often very cold here in winter. They don’t usually go out during the week.

Question words 3 1 2 3 4 5 6 7

The mystery word is hoodie. 2 Students’ own answers. 3 go play exercise running computer games shopping yoga football to the beach to the cinema

4 Students’ own answers. page 85

Starter unit Grammar practice

2 1 2 3 4

S

do

Cumulative review Units 1–9

1 1 Does, watch 2 don’t play 4 do, eat 5 doesn’t live

R

S

What, D (Example) Where, G Who, A Why, B Which, C How, F When, E

Unit 1 Grammar practice Past simple 1 1 4 7 2 1 2 3 4 5 6 7

came 2 jumped 3 didn’t know didn’t believe 5 went 6 took started 8 saw 9 happened I went to the beach with my family. How long did you stay there? We stayed for a week. Did it rain? No, it didn’t. Did you swim every day? Yes, we did.

(there) was / were 3 1 2 3 4 5

There wasn’t a supermarket. There was a fountain. There wasn’t a bus stop. There weren’t any cars. There weren’t any tall buildings.

Present continuous

used to

4 1 2 3 4

4 1 2 3 4

Leo isn’t listening to the teacher. Are they studying Chemistry this year? I’m chatting online to my friend. We aren’t watching a DVD right now.

There used to be a fountain. People didn’t use to drive cars there. There didn’t used to be a supermarket. People used to have coffee in the square.

Workbook answer key

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First conditional

page 87

Unit 1 Vocabulary practice 1 1 forget, remember 2 answer, ask 3 begin, finish 4 laugh, cry 5 arrive, leave 2 1 scared 2 angry 3 relaxed 4 tired 5 surprised 3 Students’ own answers. page 89

Unit 2 Grammar practice

3 1 2 3 4 5 6 4 1 4 7 9

will, runs find, ‘ll be will complain, build become, will get Will, gets, will won’t, are will be 2 continues 3 will have will rise 5 won’t be 6 move will become 8 don’t look after take 10 will you do

page95

Past continuous

Unit 3 Vocabulary practice

1 1 2 3 4 5 6 7 2 1 2 3 4 5 6 7

1 1 chest 2 toes 3 thumb 4 muscles 5 head 6 heart 7 brain 2 (Example) s 1 h 2 o 3 u 4 l 5 d 6 e 7 r The mystery word is shoulder. 3 1 produce 2 eco-friendly 3 survey 4 pollution 5 fossil 6 global 4 Students’ own answers.

was feeling Were, sleeping wasn’t listening was waiting Were, shopping was thinking weren’t enjoying Were you watching weren’t drinking wasn’t doing was he playing were living she wasn’t weren’t travelling

Past continuous and past simple 3 1 A 2 A 3 B 4 B 4 1 was 2 was working 3 came 4 was carrying 5 when 6 fell 7 knew 8 was cleaning 9 talked 10 had page 91

Unit 2 Vocabulary practice 1 1 metal 2 leather 3 wool 4 ceramic 5 glass 6 rubber 7 wood 8 paper 9 gold 10 cardboard 11 plastic 2 Students’ own answers. 3 Students’ own answers. page 93

Unit 3 Grammar practice will / won’t 1 1 F 2 C 3 A 4 E 5 D 6 B 2 1 Will tablets cost less in ten years? Yes, they will. 2 Fossil fuels will run out in the future. 3 Pollution won’t improve. 4 Dan will win the race. 5 Will food prices go up? 6 Will Lucy pass her Maths exam? Yes, she will.

page 97

Unit 4 Grammar practice be going to for future plans and intentions 1 1 2 3 2 1

How many people are going to come? She isn’t going to travel by bus. We’re going to have pizza later. ‘Is he going entering / to enter the competition?’ ‘Yes, he is / ‘s going to.’ 2 I’m not going / going not to earn enough money to buy that bike. 3 How much money are you / you’re going to save? 4 ‘Are you going donate / to donate that money to charity?’ ‘Yes, I am / I’m.’

be going to and will for predictions 3 1 B 2 A 3 B 4 A 4 1 is going to 2 won’t 3 will 4 won’t 5 ‘m going to 6 ‘s going to 7 isn’t going to 5 1 ‘re meeting 2 aren’t going 3 is taking 4 are, doing 5 ‘m watching 6 aren’t coming

page 99

Unit 4 Vocabulary practice 1

H E J Y N J E P I K M E

T S H D O Q D O N A T E

E A R N T C O C A S H G

T V I E E E N K D P W O

C E D A S A B E H U M S

O A C O I N S T K T X E

E K K D L S H M W B E L

G W W U H W D O A U R L

2 1 pay for 2 spend, money 3 pocket money 4 coins, pay, note 5 prize money, win 3 1 C (Example) 2 A 3 E 5 B 6 D 4 Students’ own answers.

P R I Z E M O N E Y P P

L F N S P E M E D S C D

A H I W N P A Y F O R O

J S P E N D E A N R Y M

4 F

page 101

Unit 5 Grammar practice can, can’t, could, couldn’t 1 1 My grandparents couldn’t send emails when they were young. 2 Can your mum use Twitter? No, she can’t. 3 In 1950, people could leave school at the age of 14. 4 You can’t see this film. 5 Could he wear trainers at his last school? Yes, he could.

allow somebody to / be allowed to 2 1 Our Maths teacher allows us to use calculators. We’re allowed to use calculators. 2 Does the train company allow people to travel with bikes? Are people allowed to travel with bikes? 3 My mum allowed my sister to go to the party. My sister was allowed to go to the party.

Comparative and superlative adverbs 3 1 better 2 harder 3 earlier 4 more slowly 5 the most easily 6 started later 7 the worst

less than, the least and (not) as … as 4 1 isn’t as tall as 2 the least interesting

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3 as good as 4 less expensive than 5 less dangerous than

page 109

Unit 7 Grammar practice

page 103

Modals: should and must

Unit 5 Vocabulary practice 1 baby toddler child teenager young adult middle-aged elderly

(0-1) (1-3) (0-18) (13-19) (18-25) person (40-55) person (75+)

2 1 G (Example) 2 I 3 B 6 D 7 F 8 C 3 Students’ own answers.

4 J 5 E

page 105

Unit 6 Grammar practice Present perfect 1 1 2 3 4 5 2 1

have worked have lost have visited has finished have booked Has Bethan gone to the airport now? Yes, she has. 2 Have you and Paul been to Paris? No, we haven’t. 3 Have you seen Gone with the Wind? No, I haven’t. 4 Has it stopped snowing? Yes, it has.

Present perfect with ever and never 3 1 2 3 4 5

Have you ever been ’ve ever travelled Have you ever had ’ve never needed Have you ever wanted

there has / have been 4 1 Has, been No, hasn’t 2 Have, been Yes, have been 3 Have, been has been page 107

Unit 6 Vocabulary practice 1 1 astronomer 2 pilot 3 radio 4 instructor 5 veterinary 6 journalist The mystery job is film producer. 2 1 sunburned 2 souvenirs 3 hire 4 flight 5 book 3 Students’ own answers.

1 1 4 2 1 2 3 4 5

mustn’t 2 shouldn’t 3 must mustn’t 5 should Should I call Mark? No, you shouldn’t. We mustn’t arrive late. You should watch this TV show. People shouldn’t eat a lot of sugar. You must buy a ticket.

Modals: have (got) to + infinitive 3 1 Do we have to wear walking boots? Have we got to wear walking boots? 2 Does each person have to prepare their own food? Has each person got to prepare their own food? 3 Do all the people in the group have to sleep in tents? Have all the people in the group got to sleep in tents? 4 Do we have to take anti-malaria medicine? Have we got to take anti-malaria medicine? 5 Do I have to buy a local SIM card for my phone? Have I got to buy a local SIM card for my phone? 4 1 got 2 don’t 3 to 4 have 5 haven’t 6 has 7 have page 111

Unit 7 Vocabulary practice 1 1 throw 2 bite 3 push 4 chase 5 sting 2 1 A 2 C 3 E 4 B 5 D 3 Students’ own answers. page 113

Unit 8 Grammar practice Indefinite pronouns 1 1 5 A D 2 1

B (Example) 2 C 3 D 4 E F 6 A some B any (Example) C any some E any F some A) anything B) something 2 A) anyone / anybody B) someone / somebody 3 A) anything B) something 4 A) anyone / anybody, something

4 1 2 3 4 5

enough How much, much / a lot of any, a lot of Some, any, some / a lot of enough, a lot of

page 115

Unit 8 Vocabulary practice 1 1

2

F R I D G T I S S U E S 3 M I R R O R 4 D U 5 S H O W 6 M I C R O 7 C H A R 8 C O N D 9 M O I S T U

E

V E W G I R

E R A E T I

T G V R I Z

E L E O N E R E R

The mystery word is deodorant. 2 1 wildlife, habitat 2 travel, souvenir 3 sitcom, comedy 4 makeover, design 5 chat, guest 3 Students’ own answers. page 117

Unit 9 Grammar practice Reflexive pronouns

1 1 ✓ 2 ✓ 3 ✓ 4 yourself 5 ✓ 2 1 yourself 2 himself 3 themselves 4 itself 5 myself 3 1 himself 2 herself 3 herself 4 ourselves 5 myself 6 themselves

Question tags 4 1 C 2 B 3 B 4 B 5 C 5 1 is he 2 doesn’t he 3 can we 4 isn’t he 5 shouldn’t he page 119

Unit 9 Vocabulary practice 1 1 lamp post 2 bench 3 bin 4 fence 5 pedestrian crossing 6 post box 7 bike rack 2 1 toaster 2 kettle 3 timer 4 plate 5 tin opener 3 Students’ own answers.

Quantifiers: some, any, a lot of, much, many, (not) enough 3 1 is 2 any 3 is 4 some 5 Is 6 a lot of 7 any 8 enough 9 some

Workbook answer key

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Teacher’s Guide Teacher’s Tests and Resources Multi-ROM Pack

Printed in Spain by Indice S.L. This book is printed on paper from certified and well-managed sources ƟơƩƬƭƵƪƣƢƥƣƫƣƬƲƱ The publishers would like to thank the following teachers who have contributed to the development of this course, in particular÷3ALOMÌ÷ Arrizabalaga and the English department, IES Mendebaldea BHI, País Vasco; Isabel Basanta Zufiaurre, Colegio Calasanz, Salamanca; Ana Buñuel, Col.legi Pare Manyanet, Cataluña; Conchita Cabo, IES El Batán, Asturias; Pablo Carrascosa González, IES Miguel Romero Esteo, Málaga; Enrique Castillo Almira, IES El Bohío, Murcia; Juan Pablo Coello Hueso, Colegio de Fomento Aldovea, Comunidad de Madrid; Gemma Comas, Col.legi Badalonès, Cataluña; Isabella Farràs, Colegio Sant Gregori, Cataluña; María C. García Herrero, IES Aravalle, Barco de Ávila, Castilla y León; Santiago González Martínez, IES El Batán, Asturias Octavio Justamante, IES Pascual Carrión, Comunidad Valenciana; Ms Maite Lavandeira García, IES Blasco Ibáñez, Valencia; Susana Lias Rodríguez, Colegio San Juan García, Comunidad de Madrid; M. Luz López Grande, San 4OMÌ÷DE÷&REIXEIRO ÷'ALICIA÷2AÜL÷-AS÷'ONZÅLEZ ÷)%3÷3!RENAL ÷ "ALEARES÷-‰÷*ESÜS÷.AVA÷-ARTÐN ÷#OMUNIDAD÷6ALENCIANA÷-ÐRIAM÷ .ORVERTO ÷#OLLEGI÷-ANYANET÷3ANT÷!NDREU ÷#ATALUÔA÷-OISÌS÷ Raya Rodríguez, IES Torre Atalaya, Andalucía; Teresa Rodrigo, ,ESTONNAC ÷"ARCELONA ÷#ATALUÔA÷*OSÌ÷)GNACIO÷2UBIO÷'ÖMEZ ÷)%3÷ Sopelana BHI, Bizkaia, País Vasco; Beatriz Sayalero Martín, IES Gran Capitán, Comunidad de Madrid; Usoa Sol, Cataluña; María Trinidad Sánchez Sánchez, IES Miguel Hernández, Bigastro, Alicante; Esther Valbuena, País Vasco; Ingeborg Zaragoza and ESO 1C students of 2012/13, Col.legi Pare Manyanet, Cataluña. 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÷PP˜FARMHOUSE÷IN÷ 1UEENSLAND ÷!USTRALIA*OHN÷7HITE÷0HOTOS ÷˜TEEN÷SURFER÷ON÷ BEACH#ULTURA÷#REATIVE ÷˜PORTRAIT÷TEEN÷GIRL÷SMILING"UBBLES÷ 0HOTOLIBRARY ÷˜TEEN÷BOY÷ON÷TRAIN.ICK÷-OORE ÷˜SHOPPING÷ CENTREDAVID÷PEARSON ÷˜'UARDIAN÷WEBSITE÷ON÷TABLET0IXELLOVER÷ 2-÷ ÷˜7HATS!PP÷ON÷I0HONE!LEX÷3EGRE ÷˜'LEE÷FLASH÷MOB 0AUL÷'ORDON ÷˜CAR÷WASH+EN÷7ELSH ÷˜)NDIAN÷GIRLS÷LAUGHING 4IM÷'AINEY ÷˜STUDENTS÷ASLEEP÷IN÷CLASS2OBERT÷+NESCHKE ÷ ˜STUDENTS÷IN÷FOOD÷TECH÷CLASSREDSNAPPER ÷˜WOMEN÷JUGGLING !NDREW÷"UTTERTON ÷˜STUDENTS÷WALKING÷DOWN÷STAIRS÷AT÷SCHOOL -ASKOT ÷˜STUDENTS÷GATHERED÷ROUND÷LAPTOP)AN÷3HAW ÷ ˜'LASTONBURY÷SILENT÷DISCO!LISTAIR÷(EAP ÷˜CAVE÷PAINTINGSAGE÷ FOTOSTOCK÷3PAIN ÷3, ÷˜THE÷TOMB÷OF÷4UTANKHAMUN#LAUDIA÷ !DAMS ÷˜NOTEBOOK÷WITH÷SQUARED÷PAPER3ERGEY÷'ALUSHKO ÷ ˜BLUE÷UMBRELLA!NDRZEJ÷4OKARSKI÷ ÷˜INSECTS÷SOLD÷ON÷MARKET÷ STALL ÷4HAILAND*ASON÷+NOTT ÷˜,ONDON÷STREET÷MAP2OELAND÷6AN÷ DE÷6ELDE÷ ÷˜KAYAKING÷LESSON!NGE ÷˜KILLER÷WHALE÷TOOTH -ICHELLE÷'ILDERS ÷˜TRADITIONAL÷STONE÷MONEY ÷-ICRONESIA

15 Mosaic TG2 Answer Key.indd 158

DBIMAGES ÷˜SALT÷IN÷HANDMEETA÷SINHA ÷˜SHELL÷MONEY ÷ 3OLOMON÷)SLANDS0HILIP÷'AME ÷˜PREPARING÷TRADITIONAL÷SHELL÷ MONEY ÷3OLOMON÷)SLANDS0HILIP÷'AME ÷˜BOOKS÷AND÷READING÷ ILLUSTRATION4INA÷:ELLMER ÷˜FAMILY÷WATCHING÷TV(ERO÷)MAGES÷ )NC ÷˜YOGA÷CLASS(ERO÷)MAGES÷)NC ÷˜AEROPLANE÷PILOT 7ESTEND÷'MB(÷ ÷˜FLORIST÷IN÷FLOWER÷SHOP*UICE÷)MAGES ÷ ˜%GYPTIAN÷RIDING÷CAMEL÷BY÷PYRAMIDS0EGAZ ÷˜!LRESFORD÷ -USIC÷&ESTIVAL%DD÷7ESTMACOTT ÷˜TAKEAWAY÷NOODLES IMAGE"2/+%2 ÷˜,AKE÷7ANAKA ÷.EW÷:EALAND2OLF÷(ICKER÷ 0HOTOGRAPHY ÷˜PUKEKO÷BIRD$AMIEN÷4OMAN ÷˜#ENTRE÷0ARCS 'ILL÷4AYLOR ÷˜DIVERS!MAR÷AND÷)SABELLE÷'UILLEN÷ ÷'UILLEN÷0HOTO÷ ,,# ÷˜4UGELA÷2IVER ÷3OUTH÷!FRICA!FRICA÷-EDIA÷/NLINE ÷ ˜LAPTOP÷ON÷TABLE&OLIO÷)MAGES ÷˜PLASMA÷46÷IN÷LIVING÷ROOM 4ONY÷#ORDOZA ÷˜BASKETBALL÷GAME2USSELL÷-ILLS ÷˜PAINTING÷ WALL÷GREEN#ULTURA÷#REATIVE ÷˜1UEBEC ÷#ANADA!LT  ÷ ˜TEEN÷BOY÷WITH÷FOOTBALL)MAGE÷3OURCE ÷˜-EETING÷"OWLS ÷ 4IMES÷3QUARE2ICHARD÷,EVINE ÷˜HOT÷DOG÷TOASTER0ATTI÷ -C#ONVILLE ÷˜TOASTER3TEVE÷4EAGUE ÷˜INTERACTIVE÷ installation at the Vivid Festival, Sydney/Mike Greenslade/ 670ICS ÷˜3YDNEY÷(ARBOUR÷"RIDGE÷DURING÷FESTIVAL-ARC÷ !NDERSON ÷˜STUDENTS÷PAINTING÷MURAL*EFF÷'REENBERG ÷ ˜JAZZ÷BAND÷PLAYING÷OUTDOORS"LEND÷)MAGES ÷˜&OLKESTONE ÷ +ENT(OMER÷7÷3YKES ÷˜CHILDREN÷WEARING÷#HRISTMAS÷HATS÷ON÷ BEACH"RAD÷-ILLER ÷˜MAN÷GETTING÷SOAKED÷IN÷THE÷RAIN#ULTURA÷ #REATIVE ÷˜3HAFTESBURY÷!VENUE ÷,ONDON*ON÷!RNOLD÷)MAGES÷ ,TD ÷-IKHAIL÷"ELYAEV÷P˜,AMPBRELLA ÷#ORBIS÷PP˜BUBBLE÷ BATTLE ÷.EW÷9ORK7U÷+AIXIANG8INHUA÷0RESS ÷˜PILLOW÷FIGHT ÷ "ARCELONA0ACO÷3ERINELLI$EMOTIX ÷˜TEENS÷HAVING÷WATER÷FIGHT MOODBOARD ÷˜!LBERT÷%INSTEIN%/÷(OPPÌ ÷˜7OMENS÷ 7ORLD÷#HESS÷#HAMPIONSHIP÷FINAL!2"%.÷#%,)2EUTERS ÷˜GIRLS÷ AT÷SLEEPOVER4IM÷(ALL#ULTURA ÷˜STUDENT÷STUDYING÷IN÷LIBRARY 3ERGE÷+OZAK ÷˜YOUNG÷BOYS÷IN÷ROCK÷BAND2ADIUS÷)MAGES ÷ ˜WOMAN÷SINGING÷ON÷STAGE*ON÷&EINGERSH"LEND÷)MAGES ÷ ˜%INSTEIN÷WRITING÷EQUATION÷ON÷BLACKBOARD"ETTMANN ÷ ˜CATCHING÷RATS÷AT÷DAWN ÷)NDIA-ICHAEL÷&REEMAN ÷˜MAN÷ HOLDING÷SNAKES ÷)NDIA*EFFREY÷,÷2OTMAN ÷˜MEN÷AND÷CHILDREN÷ LOOKING÷AT÷SAND÷BOA ÷)NDIA*EFFREY÷,÷2OTMAN ÷˜STUDENTS÷ walking over collapsed bridge to get to school/BEAWIHARTA/ 2EUTERS ÷˜LITTLE÷SPOTTED÷+IWI÷BIRD÷WITH÷EGGS3TEVEN÷6IDLER %URASIA÷0RESS ÷˜PERFORMANCE÷AT÷3HAKESPEARES÷'LOBE÷ 4HEATRE ÷,ONDON&RANZ -ARC÷&REI ÷$EADLINE÷.EWS÷P˜2YAN÷ +ITCHING ÷'ETTY÷)MAGES÷PP˜.EW÷:EALAND÷V÷!USTRALIA÷ ÷2UGBY÷ ,EAGUE÷7ORLD÷#UP÷&INAL-ICHAEL÷3TEELE ÷˜FAMILY÷SKIING *!#15%3÷0IERREHEMISFR ÷˜2OMAN÷COINS0RINT÷#OLLECTOR ÷ ˜4ITANIC÷LEAVING÷3OUTHAMPTON"OB÷4HOMAS0OPPERFOTO ÷ ˜4ITANIC÷UNDERWATER%MORY÷+RISTOF ÷˜-ARULA÷TREES ÷3OUTH÷ !FRICA0ETE÷/XFORD ÷˜.ICK÷$!LOISIO#ARL÷#OURT ÷˜7OLFGANG÷ !MADEUS÷-OZART(ULTON÷!RCHIVE ÷˜TOP÷GRADE*ULIA÷.ICHOLS ÷ ˜TEEN÷BOY÷PREPARING÷SALAD&USE ÷˜TEEN÷BOY÷ASLEEP-ARK÷ "OWDEN ÷˜ YR OLD÷&RENCH÷WOMAN÷*EANNE÷,OUISE÷#ALMENT )AN÷#OOK ÷˜PORTRAIT÷SMILING÷TEEN÷GIRL2APHYE÷!LEXIUS ÷ ˜PORTRAIT÷TEEN÷GIRL2OB÷,EWINE ÷˜MAN÷IN÷RAINFOREST#ULTURA÷ 4RAVEL0HILIP÷,EE÷(ARVEY ÷˜BULL÷SHARK!LEXANDER÷3AFONOV ÷ ˜+ENYAN÷GIRLS÷WALKING÷TO÷SCHOOL*OHN÷'ICHIGI ÷˜BOY÷ON÷ ZIPLINE#OLLEEN÷"UTLER ÷˜TABLET÷AND÷HEADPHONES0AUL÷-÷ /#ONNELL ÷˜$ANIEL÷3UELO(YOUNG÷#HANG ÷˜CRIME÷SCENE÷ INVESTIGATION!DAM÷+AZMIERSKI ÷˜COMMUNITY÷GARDEN÷ VEGETABLE÷GROWING÷PROJECT*OHN÷2ENSTEN ÷˜STREET÷IN÷.IMA ÷ 'HANA0EETER÷6IISIMAA ÷˜%SKIMO÷STYLE!FROG÷$ESIGN÷5NIT ÷ ˜YOUNG÷WOMAN÷PORTRAIT0HILIPPE÷2EGARD ÷˜-ELBOURNE÷ 'ATEWAY,ONELY÷0LANET ÷˜6IVID÷3YDNEY÷FESTIVAL#AMERON÷ 3PENCER ÷˜DEFOCUSED÷LIGHT÷PATTERN.ACIVET ÷˜CAFE÷OWNER÷ IN÷CAFE+ONDOROS÷¯VA÷+ATALIN ÷˜EYE÷AND÷GLASSES-ILOS÷*OKIC ÷ ˜BUSINESSMAN÷STANDING÷IN÷RAIN-ICHAEL÷"LANN ÷˜!NCIENT÷ 'REEK÷!MPHITHEATRE ÷3ICILY5NIVERSAL)MAGES'ROUP ÷˜TWO÷ MEDIEVAL÷MINSTRELS(ERITAGE÷)MAGES ÷˜ARM÷COVERED÷IN÷A÷SKIN÷ ALLERGYGOKHAN÷ILGAZ ÷˜YOUNG÷GIRL÷HAVING÷INJECTION0ETER÷ #ADE ÷I3TOCKPHOTO÷P˜CUT÷FINGER4OMMOUNSEY÷ ÷3COTTY÷+ELL÷ P˜:AHRA÷+ELL ÷+NOWHOW÷3HOP÷P˜COMB÷BIKE÷RACK ÷/NE÷ 7EEK÷*OB÷0RODUCTIONS÷P˜PORTRAIT÷OF÷3EAN÷!IKEN ÷˜3EAN÷AS÷ FIREFIGHTER ÷˜3EAN÷AS÷DAIRY÷FARMER ÷#HRISTOPH÷/TTO÷PHOTOS÷÷ REPORTAGE÷P˜KIDS÷TAKING÷ZIPLINE÷TO÷SCHOOL÷IN÷ Colombia/©˜#HRISTOPH÷/TTO ÷/XFORD÷5NIVERSITY÷0RESS÷PP˜TEEN÷ BOY÷SMILING+ENTAROO÷4RYMAN ÷˜YOUNG÷WOMAN÷WRITING÷NOTES÷ IN÷CAFE#HRIS÷+ING ÷˜PORTRAIT÷TEEN÷GIRL-ARK÷"ASSETT ÷˜YOUNG÷ RADIO÷PRESENTER#ORBIS ÷˜FIREFIGHTERS$IGITAL÷6ISION ÷˜NEWS÷ REPORTER0HOTODISC ÷˜LION3TOCKBYTE ÷˜CROCODILE.AYONG 3HUTTERSTOCK ÷˜GREAT÷WHITE÷SHARK)MAGE÷3OURCE ÷˜BLACK÷ RHINOCEROS#ORBIS ÷˜SLEEPY÷CAT#ORBIS ÷˜YOUNG÷WOMAN÷IN÷ FRONT÷OF÷MIRROR#ULTURA ÷˜HAIRDRYER3IEDE÷0REIS0HOTODISC ÷ ˜WASHING÷MACHINE(UGH÷4HRELFALL ÷˜WOMAN3TEVE÷(IX ÷ ˜SWIMMERS0HOTODISC ÷˜CHEF3OMOS ÷˜PRIMARY÷CLASS -ONKEY÷"USINESS÷)MAGES ÷˜SURGICAL÷TEAM÷PERFORMING÷ OPERATION3TOCKBYTE ÷˜CYCLISTS÷IN÷3HANGHAI*,)MAGES ÷0RESS÷ !SSOCIATION÷)MAGES÷P˜STUDENTS÷SWIMMING÷TO÷SCHOOL ÷ 0HILIPPINES$AVID÷,UY!0 ÷2EX÷&EATURES÷PP˜0URE÷%VOKE÷&LOW÷ $AB÷2ADIO÷!4OBI÷*ENKINS$AILY÷-AIL ÷˜VIOLIN÷PLAYED÷AS÷ 4ITANIC÷SANK"OURNEMOUTH÷.EWS ÷˜%LVIS÷0RESLEY÷IN÷&OTOS÷ )NTERNATIONAL ÷˜PROSTHETIC÷HAND÷DESIGN'ALLO÷)MAGES ÷ ˜)RVINE÷,AKE÷-UD÷2UN ÷,OS÷!NGELES:5-! 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Illustrations by÷%STUDIO÷!LBERTOYOS÷PP ÷ ÷˜CARTOON ÷ ÷÷ 3IMON÷#OOPER4HE÷/RGANISATION÷PP ÷÷-ARK÷$UFFIN÷PP ÷  ÷˜THUMB÷PLATE ÷EGG÷CUPTIMER ÷HEAT SENSITIVE÷MUG ÷ 113; Javier Joaquin/The Organisation pp.6, 40 ,41, 54, 104, 105; 3OFIE˜+ENENS"EEHIVE÷)LLUSTRATION÷PP ÷ ÷÷2OY÷+NIPE'OOD÷ Illustration pp.27; Sean Longcroft p.50, 85; Tim Marrs pp.33; )AN˜-OORES÷P ÷ ÷ ÷÷!NDREW÷0AINTER÷PP ÷ ÷ ÷ ÷!NDY÷0ARKER÷P˜HUMAN÷OF÷THE÷FUTURE ÷-ARK÷2UFFLE÷PP ÷ 26, 38, 42, 52, 64, 76, 90, 102, 114, 126, 129. The author and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material÷PXXXIX÷@#OMMON÷%UROPEAN÷&RAMEWORK÷ Self-assessment grid’ ©˜#OUNCIL÷OF÷%UROPE÷2EPRODUCED÷BY÷ permission.

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