Divide the class into pairs or small groups.

Focus their

Vocabulary
Aim

Revise common phrases connected with holidays.

Warm-up

Divide the class into small groups and ask them to think of five

things they do on holiday that they dont do at home, e.g. buy

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

Exercise 1

Ask students to copy the phrases 111 into their notebooks.

Check they understand the words. Elicit the difference

between a hotel, a hostal and a B and B (bed and breakfast).
Focus their attention on the verbs in the box and ask them to
match a verb to each phrase.

ANSWERS

1
2
3
4
5
6
7
8
9
10
11

Aim

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

Exercise 4 $1.02

Explain that Matt is chatting to his friend on the internet.

recording, and to answer the two questions.

Check answers with the class.

ANSWERS

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

Culture note

Tests and Resources Multi-ROM.

Exercise 2 Learn it!

Focus students attention on the Learn it! box. Read the

information out to the class.

Ask students to copy the sentences into their notebooks and
then translate them into their own language.
Discuss translations as a class.

Speaking

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

Research it!

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

Aim

Ask and answer questions to describe what is happening in a

holiday photo.

Exercise 3

With books closed, ask students how many phrases they can
remember from exercise 1.

Students open their books and check.

Ask them to name some other things you do on holiday: take
a photo, go to a caf, eat ice cream, etc.

discuss which countries they think come top in the list of

most popular holiday destinations and why.
Give them the research task to do for homework. Encourage
them to use the internet, encyclopaedias and other resources.
Remember to have a follow-up discussion in class when they
have done the research.

ANSWER

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

Further practice

Vocabulary, Workbook page 6

4666381 Mosaic TG3_PRESS.indb 6

Reading

Ask students to read and listen to the text as you play the

Vocabulary practice

SUGGESTED ANSWERS

A man is having a drink.

A woman is taking a photo.
People are buying souvenirs.

Focus students attention on the text and the photo of Matt.

go
explore
buy
meet
lose
miss
have
get
send
hire
book

13 star tasks to practise the vocabulary. Also available on the

attention on the photo and point out the example question

and answer. Ask them to take it in turns to ask and answer
similar questions about the actions of the people in the
photo.
Conduct class feedback, asking questions about the photo
and eliciting answers from individual students.

Starter unit

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Exercise 5

Ask students to read the sentences 16 and find out if they

are true or false by reading the text again.

Ask them to correct any false sentences in their notebooks.
Check answers with the class.

ANSWERS

1
2
3
4

False. Matt promises to send Konnie a postcard.

True.
True.
False. He isnt having problems because everyone speaks
really good English.
5 False. Konnie and her family want to go abroad because
they really like the coast.
6 True.

Grammar Present simple and present

continuous

Exercise 7

Ask students to write the numbers 17 in their notebooks.

Tell them that they must decide which verb is needed to

complete each gap, choosing the present simple or present

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

ANSWERS

1
2
3
4
5
6
7

dont go
spend
take
explore
m trying
m reading
m not looking
Grammar practice

13 star tasks to practise the present simple and present

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

Aims

Revise how to use the present simple and present continuous.

Revise how to use adverbs of frequency with the present

Writing

Aim

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

Exercise 6

Ask a student to read out the instruction. With a weaker

group, ask them to find the blue sentences and copy them
into their notebooks.
Encourage all students to refer to the blue sentences as they
answer the questions in their notebooks.
Check answers with the class.

Write a paragraph about typical summer holidays.

Exercise 8

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

ANSWERS

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

come to Greece; I dont like long journeys
Present continuous: What are you doing?; Were exploring
the port; Im not learning much
Affirmative: Present simple: We often come to Greece;
Present continuous: Were exploring the port
Negative: Present simple: I dont like long journeys; Present
continuous: Im not learning much
Question: Present simple: Why do you always go abroad?;
Present continuous: What are you doing?
2 The present simple sentences talk about habits.
3 The present continuous sentences talk about activities that
are happening now.
4 always, often. In the text: usually, sometimes. We use them
with the present simple tense.

T7

each other about their summer holidays. Encourage them to

use the questions in the instructions for exercise 8.
Ask students to read the instructions carefully and write their
paragraph in their notebooks. With a stronger group, students
could write about their partners / classmates holidays from
their discussions. This means they would be practising the
third person s, which is useful.
With a weaker group, remind them to use adverbs such as
usually, always, never, often and sometimes.
Go round monitoring and giving assistance while they
are writing. Set them a time limit to complete the activity
ifnecessary.
When they have finished, invite some students to read their
paragraphs aloud to the class or ask students to compare their
paragraph with another student from a different pair / group.

Further practice

Grammar, Workbook page 6

Grammar and vocabulary reference, Workbook pages 8083
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

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Vocabulary and Listening

ANSWERS

Aims

Revise vocabulary about food.

Listen to a telephone conversation about food and answer
questions about it.

Warm-up

Divide the class into pairs. Ask each pair to choose a letter of

the alphabet. (The letters k, q, v, x, y and z should be avoided.)

Now tell them that they have two minutes to write a list of
all the food and drink words they can think of starting with
thisletter.
When the time is up, conduct class feedback. Encourage them
to teach each other any new words. Drill pronunciation of any
problem words.

Exercise 1

Focus students attention on the photos AI and ask if they

know the English words for any of them.

1
2
3
4
5

He describes the caf as the best in the country.

He isnt eating rabbit.
Ella doesnt like cheese very much.
He thinks it is one of the tastiest meals that you can eat.
Ella thinks that Spanish food is healthier than what Nathan
is eating.
6 She is going to try Welsh rarebit after the holidays.

Grammar Comparative and superlative

adjectives
Aims

Revise how to use comparative and superlative adjectives.

Complete a text with comparative and superlative adjectives.
Exercise 5

Ask students to copy the table into their notebooks. Then ask
them to complete the table.

ANSWERS

Ask students to check that the words they thought of are in

1 sweet 2 hotter3 tastier 4 the most horrible

5 the worst 6 better7 the best

Exercise 6

the box. Ask them to match the food words to the photos and
write their answers in their notebooks.
Check answers with the class and check pronunciation.

ANSWERS

A chicken
D sugar
G carrots

B pepper
E chilli sauce
H salt

write the answers in their notebooks.

C cheese
F beans
I yoghurt

ANSWERS

1 most important 2 warmer3 healthier4 best

Vocabulary and grammar practice

Exercise 2

Encourage students to study the adjectives in the box. Check

Invite a student to read the instruction aloud. Ask students to

pronunciation together if necessary.

Ask them to write these adjectives next to corresponding
foods in exercise 1. They could then compare answers in pairs.

SUGGESTED ANSWERS

crunchy: carrots
healthy: beans, carrots, cheese, chicken, yoghurt
spicy: chilli sauce
sweet: carrots, chilli sauce, sugar, yoghurt
tasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt

13 star tasks to practise comparative and superlative

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

Speaking
Aim

Compare food using comparative and superlative adjectives.

Exercise 7

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

Exercise 3 $1.03 Audio script pT135

Ask a student to read the instruction aloud.

Play the recording and ask students to listen for the answers

to the two questions.

Discuss answers as a class.

ANSWERS

Nathan is visiting Wales. He describes the food there as very

healthy food and the cakes are really nice.

Exercise 4 $1.03 Audio script pT135

Ask students to read the questions. Play the recording again

for them to answer the questions in their notebooks.

Check answers with the class.

4666381 Mosaic TG3_PRESS.indb 8

the instructions and to choose at least two dishes from

their country which they can compare. Ask them to make
sentences using comparative and superlative adjectives. They
should try to give reasons wherever possible.
Point out that they can include any of the adjectives on
page 8. With a stronger group, encourage them to use all the
adjectives they know about food (delicious, disgusting, etc.).
Conduct class feedback. Elicit comparisons from a number of
students. You could also conduct a class poll about which dish
is the tastiest, the spiciest, the healthiest, etc.

Further practice

Vocabulary, Workbook page 7

Grammar, Workbook page 7
Grammar and vocabulary reference, Workbook pages 8083
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Starter unit

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Time for change

Unit summary
Vocabulary
Vocabulary (practised and tested in 13 star tasks and tests)
Adjectives: behaviour: acceptable, badly-behaved, common,
compulsory, direct, dishonest, easy-going, fair, familiar, honest,
indirect, rare, strict, unacceptable, unfair, unfamiliar, voluntary,
well-behaved
Adjectives: personal qualities: active, adventurous, ambitious,
artistic, confident, creative, curious, hard-working, logical,
mathematical, organized, sociable
Extra vocabulary (practised and tested in 2 and 3 star tasks
and tests)
feel at home (v), feel homesick (v), miss (v), settle into (v),
ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n)
Word builder: achievement, arrival, protection, survival
Learn it!: career, degree

Grammar
have to and must: modals of obligation and prohibition
can: modals of ability and permission in the present
could: modals of ability and permission in the past
will be able to: modals of ability and permission in the future
should and ought to: modals of advice

Functional language
Explaining and reacting to change (practised and tested
in 13 star tasks and tests)
How awful / surprising / exciting!
Thats fantastic / dreadful / understandable.
Oh dear! / no! / really?
What a pity / shame!
That sounds nice / terrible!
What is / was it like?
I really like / liked it.
In the end, it was a good move.
How do / did you feel?
I was angry / anxious / excited.
That was sad.
What happened next?
Well, when I was

T9

Warm-up
Vocabulary
Aims

Learn vocabulary about different life events.

Describe events, people and rules.

Vocabulary presentation
Interactive task to present the vocabulary with definitions
and audio.

Exercise 1

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

they know the meaning of exchange programme.

Divide the class into pairs to ask each other the questions.
Then invite them to report back to the class.

Exercise 2

Encourage students to talk about their experiences in

exercise 1, using the words in the word cloud.

Vocabulary practice
13 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

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

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

Exercise 3

Play the video for students to watch and interact with.

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

Unit 1

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1.1 We have to go to school on

Saturdays!
Vocabulary and Reading
Aims

Learn pairs of words which are opposites.

Identify topics and speakers in blogs.

ANSWERS

1
2
3
4
5
6
7

Reading extension

A short reading comprehension about a blog.

Warm-up

Ask students to look at the word cloud on page 9, identify all

the adjectives and write them in their notebooks.

Exercise 4

Focus students attention on the text and the highlighted

Exercise 1

Ask students to find opposite pairs within their list of

adjectives from the Warm-up.

Check answers with the class.

ANSWERS

words that they need to complete the sentences. Point out

that they may need to change the form of the words. Ask
them to write the answers in their notebooks.
Check answers with the class. Drill the pronunciation of home
and homesick if necessary.

ANSWERS

easy going strict

compulsory voluntary
dishonest honest
well-behaved badly behaved
direct indirect
unfair fair
unfamiliar familiar
unacceptable acceptable
rare common

Sean
Alison
Sean
Alison
Sean
Sean
Alison

1
2
3
4

missed
settled into
felt at home
felt homesick

Vocabulary practice
Interactive vocabulary task.

Further practice

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

Exercise 2 $104

Language summary, Students Book page 19

Vocabulary, Workbook page 8
Vocabulary reference, Workbook pages 8687
Vocabulary worksheets, Tests and Resources Multi-ROM

Focus students attention on the topics in the box. Play the

recording for students to listen and read. Ask them to make a

note of the three topics that the exchange students mention.
Check answers with the class.

ANSWERS

food, people and home life, school life

Exercise 3

Ask students to write the numbers 17 in a list in their

notebooks. Then set them a reasonable time limit to scan the

blogs for the correct name.
After checking their answers, ask students which experience
they think is better, Seans or Alisons, and why.

4666381 Mosaic TG3_PRESS.indb 10

Unit 1

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Grammar Modals of obligation

andprohibition

Exercise 8

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

Aims

Revise how to use have / had to, must, mustnt, dont have to.
Learn how to use the past forms had to and didnt have to.
Complete the sentences in a text about studying in the UK
with modals of obligation and prohibition.

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

Write have to, had to, dont have to, didnt have to, must and

Exercise 5

mustnt on the board. Elicit that these are modal verbs.

Ask students to look back at the blogs on page 10 to find
example sentences which contain these modal verbs and
write them in their notebooks.
Elicit and check their example sentences.
Ask students to copy the rules into their notebooks and to
complete them with the words in the box.
Check answers with the class.

ANSWERS

Example sentences in the blogs:

I have to be home by 10 p.m.!
We have to go to school on Saturdays
We dont have to do that in Denver.
I had to memorize a whole unit for a History exam.
You mustnt wear shoes inside, you must wear slippers!
I didnt have to stay in school.
1 obligation
2 obligation
3 prohibition
4 no obligation
5 no obligation

ANSWERS

1
2
3
4

must / have to
had to
mustnt
must / have to

Grammar practice
13 star tasks to practise modals of obligation and prohibition.
Also available on the Tests and Resources Multi-ROM.

School uniform in the UK

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

Language in action
Aims

Practise using present and past forms of the modal verbs.

Talk about rules and the differences between primary and

example with the class.

Ask students to complete the sentences in their notebooks.
Check answers with the class. You could ask questions to
test their understanding and encourage speaking, e.g. Which
words tell you this? or How do you know this?

Exercise 9

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

ANSWERS

4 mustnt
5 mustnt

Exercise 7

Students choose their own endings for these sentences. With

a stronger group, students could write two sentences for each

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

T11

must / have to
dont have to
dont have to
didnt have to

secondary school.

Invite a student to read out the instruction. Go through the

1 dont have to
2 dont have to
3 mustnt

5
6
7
8

Culture note

Exercise 6

adjective which means you can do something and one

adjective which means you cant do something (acceptable,
forbidden). With a weaker group, give them the first letter of
each word.
Ask students to complete the text using the modal verbs in
the correct form.
For early finishers, focus their attention on the instruction:
Sometimes there is more than one correct answer. Ask them to
write down all the options in these cases.
When they have finished, check answers with the class.

to think about their primary school years and the rules that
they had to follow.
Invite a student to read out the example sentence. Point out
that their sentences can start with the rule at primary school
or at secondary school, but they should pay close attention to
the tenses they use.
Go round monitoring and giving assistance. Correct any
errors, and praise sentences which use the modal verbs well.
You could conduct class feedback or students could compare
their sentences in pairs or small groups.

Further practice

Language summary, Students Book page 19

Grammar, Workbook page 9
Grammar reference, Workbook pages 8485
Grammar worksheets, Tests and Resources Multi-ROM

Unit 1

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