Making it happen

Unit summary • Divide the class into pairs or small groups to ask and answer
the questions. Go round monitoring and helping with
Vocabulary vocabulary as necessary.
Vocabulary (practised and tested in 1–3 star tasks and tests) • Invite some students to tell the class something they learned
Money: buy, cash, coins, donate, earn, notes, pay for, pocket about their partner.
money, prize money, save, sell, spend, win Exercise 2
Verbs and prepositions of movement: climb (up), crawl • Focus students’ attention on the pictures and elicit or explain
(under), dive (into), fall (off ), hop (onto), jump (over), run that the man is very rich. Ask students what is happening in
(around), slide (down), stand (on), swim (through), walk (along) each of the small pictures.
Extra vocabulary (practised and tested in 2 and 3 star tasks • Read the question aloud and model the sentence
and tests) beginnings. Elicit a few example endings. Ask students to
annoyed (adj), broke (adj), messy (adj), pleased (adj), rich (adj), write their own sentence endings.
tidy (adj) • Invite some students to read their sentences to the class. Ask
bridge (n), net (n), slide (n), tunnel (n), wall (n) other students: Do you agree? Why? / Why not?
bride (n), get married (v), groom (n), valuable (adj), wedding (n)
Learn it!: earn, win; a third, a quarter, half Optional activity
Write on the board the sentence beginning: If I’m rich one day,
Grammar … . Elicit a few example endings to the sentence using will
be going to for future plans and intentions and won’t, and review the first conditional. Ask students to
complete the sentence with their own ideas.
be going to and will for predictions
Invite students in turn to read their sentences to the class. If
Present continuous for future arrangements
ideas are repeated, write these on the board, e.g. I won’t work. /
I’ll live in a big house.
Functional language
When all students have read their sentences, point to the
Paying for something in a shop (practised and tested in
ideas on the board, and ask: Can money make you happy?
1–3 star tasks and tests)
What things can money buy you? What things can’t it buy? Elicit
Can I pay by card? a range of answers.
I’m sorry, we only take cash.
There’s a cash machine … Exercise 3
That comes to / That’s … • Play the video for students to watch and interact with.
Here’s your change / receipt.
v Video: Part-time jobs
I’d like to return this.
• Duration: 2.30 minutes
Can I have a refund, please?
• Topic: A teenager who works in a bakery.
Have you got your receipt?
• 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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 ANSWERS
4.1 He isn’t going to stop working. 1 win
2 pay for
Vocabulary and Reading 3 donate
Aims 4 earns, selling
5 prize
•Learn vocabulary for money.
6 coin
•Read and listen to a text about winning the lottery.
•Answer questions on the text. Optional activity
•Learn about confusing words. Write a list of the unused options in exercise 2 on the board. Ask
•Understand new vocabulary in context. students to work in pairs and write sentences using these words.
7 Develop competence in linguistic communication. Invite pairs in turn to read their sentences to the class.
5 Develop social and civic competence.
v Vocabulary presentation
Exercise 3 Learn it!
• Interactive task to present the vocabulary with pictures, • Ask students to read the two sentences and decide how
they would say them in their own language. Model the
definitions and audio.
pronunciation of earn.
v Vocabulary practice • Discuss the difference in meaning between the two words in
• 1–3 star tasks to practise the vocabulary. Also available on the English. Encourage students to write an example sentence for
Tests and Resources Multi-ROM. each word, to help them remember the difference in meaning.
• You could take this opportunity to discuss any other
Warm-up
confusing words that students know in English, e.g. bring /
• With books closed, tell students you are going to write a word take, wear / carry.
on the board and they must write down the first three words
that come into their head in their notebooks. Tell them not Exercise 4 $ 1.32
to think too much about it, but just write the words. They • Read the question aloud. Focus students’ attention on the
can write words in their own language if they don’t know the photo and elicit that the teenage boy in the photo is called
words in English. Ryan. Read the title of the text aloud and ask: What do you
• Write the word money on the board, and give students just a think Ryan found? Elicit a range of ideas and encourage
few seconds to write down their words. Invite students in turn students to speculate.
to tell the class their words. Write them on the board. • Play the recording for students to read and listen and answer
• As a class, discuss which words or ideas were mentioned most the question.
frequently, and what this shows about our attitudes to money. • Check answer with the class.
Exercise 1 ANSWERS
• Read through the table with the class and check that students He had a winning lottery ticket.
understand the headings.
Did you know?
• Ask students to copy the table into their notebooks and
• Read the Did you know? box with the class. Check that
complete it with the words from the box. They can use their
students understand jackpot. Ask: Why do you think people
dictionaries to help if necessary.
continue to buy lottery tickets when they will probably never win?
• Check answers with the class, and make sure that students Elicit a range of answers.
understand all the words. Model pronunciation of the words.
ANSWERS Culture note
1 win The Euromillions lottery was launched in 2004. Initially,
2 notes just France, Spain and the UK participated, but many other
3 prize money countries have since joined. If there is no winning ticket, the
4 spend prize money is ‘rolled over’ to the following week. In 2012, a
5 buy 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
options in their notebooks. Vocabulary, Workbook page 32
• Check answers with the class by inviting different students to Vocabulary reference, Workbook pages 98–99
read the sentences aloud. Vocabulary worksheets, Tests and Resources Multi-ROM

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 Exercise 5 ANSWERS
• Ask students to decide if the sentences are true or false and to 1 changes 2 doesn’t change 3 after 4 be
correct the false ones in their notebooks. v Grammar practice
• Check answers with the class. • 1–3 star tasks to practise be going to. Also available on the
ANSWERS Tests and Resources Multi-ROM.
1 True.
Exercise 9
2 False. Ryan’s mother was annoyed with all the clothes and
games on the bedroom floor. • Ask students to read through the dialogue quickly, ignoring
3 False. Ryan is going to pay for a holiday for his parents. / the gaps, to get the gist of it. Ask: Do you think Emma is looking
Ryan is going to go on holiday by himself / alone. forward to her holiday? (no).
4 True. • Ask students to read and complete the dialogue in their
5 False. His life is not going to change completely. notebooks.
6 False. Ryan’s father wants him to buy a flat and live there. / • Check answers with the class.
Ryan wants to continue living with his parents.
ANSWERS
v Reading extension 1 Are you going to see 7 Is your cousin going
• A short reading comprehension on an article about life as a 2 I’m going to see to come
millionaire. 3 We’re going to go 8 she is / ’s going to study
4 Are you going to stay 9 I’m not going to do
Exercise 6 5 are you going to do 10 you’re not / you aren’t
• Focus students’ attention on the highlighted words in the 6 I’m going to take going to spend
text. Ask them to match the adjectives that have opposite
meanings, and write the pairs in their notebooks. Exercise 10
• Check answers with the class. • 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)
ANSWERS
• Ask students to read and complete the article in their notebooks.
annoyed – pleased, broke – rich, messy – tidy
• Check answers with the class.
Exercise 7 ANSWERS
• Ask students to use the adjectives from exercise 6 to complete 1 is he going to do
the sentences. Remind them to write them in their notebooks. 2 he isn’t going to change
• Check answers with the class. 3 he is / ’s going to complete
4 He isn’t going to spend
ANSWERS
5 He is / ’s going to buy
1 rich 2 messy 3 broke 4 pleased 5 annoyed 6 tidy
6 his story is going to help
v Vocabulary practice
• Interactive task to practise the vocabulary. Language in action
Grammar – be going to Aims
• Practise using be going to.
Aims • Talk about future plans and intentions.
• Learn the form and use of be going to. 7 Develop competence in linguistic communication.
• Complete a dialogue and an article with correct forms of be 5 Develop social and civic competence.
going to.
7 Develop competence in linguistic communication. Exercise 11
4 Develop sense of initiative and entrepreneurship. • Read the task aloud. Demonstrate the activity with a sentence
of your own and ask students to guess if it is true or false.
v Grammar animation
• Ask students to write five sentences about their plans and
• Presentation of be going to in context. intentions. Then divide the class into pairs to read their
sentences to each other and guess which are true.
Exercise 8
• Invite different students to read the example sentences aloud. • Conduct class feedback, praising good use of the target
language and correcting any errors.
• Ask students to copy the rules into their notebooks and
choose the correct words to complete them. Further practice
• Check answers with the class. Language summary, Student’s Book page 57
Grammar, Workbook page 33
• Refer students back to the text to find further examples to
Grammar reference, Workbook pages 96–97
copy into their notebooks.
Grammar worksheets, Tests and Resources Multi-ROM

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 4.2 I won’t have any problems. Exercise 2
• Read the question aloud and point out that the pictures show
Vocabulary, Listening and Speaking different obstacles that are part of the mud run.
• Ask: Which obstacles are dangerous? Which are easy? Elicit a few
Aims ideas. Go through the adjectives in the box.
•Learn verbs and prepositions of movement. • Divide the class into pairs or small groups to discuss the
•Discuss an advertisement for a mud run. obstacles and agree which are dangerous, difficult, etc.
•Listen to an interview about the mud run. • Discuss their ideas as a class.
•Answer questions on the interview.
Exercise 3 $ 1.33 Audio script ppT138–T139
•Understand new vocabulary in context.
• Tell students they are going to listen to an interview with a
7 Develop competence in linguistic communication. competitor in a mud run. Read through the questions.
3 Develop competence in cultural awareness and expression. • Play the recording for students to listen and write the order of
v Vocabulary presentation the questions in their notebooks.
• Interactive task to present the vocabulary with pictures • Alternatively, ask students to guess the order of the questions,
and audio. and then listen and check.
v Vocabulary practice • Check answers with the class.
• 1–3 star tasks to practise the vocabulary. Also available on the ANSWERS
Tests and Resources Multi-ROM. A 5 B 1 C 4 D 6 E 2 F 3

Warm-up Exercise 4 $ 1.33 Audio script ppT138–T139

• 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 notebooks in the correct order, leaving space for the answers.
country? Would you like to take part in an event like this? Why? / Ask students if they remember any of Tony’s answers. Elicit a
Why not? Why do you think people enjoy these kinds of events? few ideas, but don’t confirm them.
Elicit a range of answers from students. • Play the recording again for students to listen and write Tony’s
answers. Pause the recording after each answer, to allow
Culture note students time to write.
A mud run is essentially an obstacle race with mud being the • Play the recording again if necessary for students to check and
biggest obstacle. Participants have to cross huge mud puddles complete their answers.
with the mud sticking on their bodies and holding them
ANSWERS
back. Mud runs started sometime around the mid-1990s but
have become popular in the UK and other countries such as 1 Oh no, I do them two or three times a year!
Belgium, Denmark, France, Germany, Greece and Spain over the 2 You have a lot of fun, and it’s for charity!
last few years. Some events require people to work together in 3 No, it won’t. It always rains when I do a mud run.
a team, helping each other over the obstacles, while others are 4 Swinging across the river on a rope isn’t going to be easy
individual events. The length of the courses varies from around with this wind.
4 or 5 kilometres to as much as 25 kilometres. 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 1
• Divide the class into pairs to match the phrases to the Exercise 5
pictures. Draw students’ attention to the example answer. • Ask students to complete the sentences in their notebooks.
Monitor and help with vocabulary as necessary. • Play the recording again for students to listen and check
• Check answers with the class, and make sure that students their answers before checking with the class.
understand all the phrases.
ANSWERS
ANSWERS 1 tunnel 2 wall 3 net 4 bridge 5 slide
1 He’s diving into a pool / cold water. 2 He’s walking along
v Vocabulary practice
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 • Interactive task to practise the vocabulary.
net. 7 He’s sliding down a muddy hill. 8 He’s swimming Further practice
through a tunnel. 9 He’s falling off a bridge. 10 He’s Language summary, Student’s Book page 57
running around a pillar. 11 He’s hopping onto posts. Vocabulary, Workbook page 34
Vocabulary reference, Workbook pages 98–99
Vocabulary worksheets, Tests and Resources Multi-ROM

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 Grammar – be going to and will for Exercise 9
predictions • Ask students to read the newsletter quickly, ignoring the gaps,
to get the gist of it. Then ask them to write the correct verb
Aims forms in their notebooks.
• Learn the difference between be going to and will for • Allow students to compare their answers in pairs before
predictions. checking them with the class.
• Complete sentences and a text using be going to and will. ANSWERS
• Learn how to say fractions in English. 1 will they beat
• Practise using be going to and will to make predictions. 2 are not going to win
7 Develop competence in linguistic communication. 3 are going to have
4 will start
6 Develop mathematical competence and basic 5 will work
competences in science and technology.
6 is going to be
v Grammar animation 7 will get
• Presentation of be going to and will in context.
Language in action
Exercise 6
• Read the example sentences aloud and make sure that Aims
students understand them. You could ask students to translate • Write predictions about another student’s weekend, and
the sentences into their own language to check understanding. discuss whether they will come true or not.
• Read through the rules with the class and elicit the 5 Develop social and civic competence.
correct answers.
7 Develop competence in linguistic communication.
• 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 Exercise 10
day. NOT The sun’s shining – it will be a hot day. • Invite a confident student to read the three example
• Ask students to copy the rules into their notebooks. predictions aloud. Elicit that examples 1 and 3 use be going to
• Encourage students to copy some of the example sentences because they are based on external evidence.
into their notebooks, or they could modify the sentences to • Divide the class into pairs. Ask them to work individually
make them more memorable. and write three predictions about their partner’s weekend.
Monitor and help while they are working.
ANSWERS
1 will 2 be going to 3 be going to • Students then work in their pairs to read their predictions to
each other. Demonstrate the activity first by asking a confident
v Grammar practice student to read their first prediction to their partner. Ask the
• 1–3 star tasks to practise be going to and will. Also available on partner: Do you think this will come true? Why? / Why not?
the Tests and Resources Multi-ROM. • Conduct class feedback, praising good use of the target
language and correcting any errors.
Exercise 7
• Ask students to read the sentences and write the correct Optional activity
forms of will or be going to in their notebooks. Divide the class into pairs or small groups. Tell them they
• Allow students to compare their answers in pairs before are going to write predictions for next term for their school
checking them with the class. Ask them to refer back to the newsletter.
rules to explain the answers. Read through the three headings from the newsletter in
ANSWERS exercise 9 and brainstorm some other possible headings, e.g.
1 am going to, are going to 2 will 3 is going to 4 is Trips, Exams, Music, Facilities. Ask students to choose a heading
going to 5 is going to 6 will 7 is going to 8 will and write three predictions for their school newsletter.
Monitor and help while they are working.
Exercise 8 Learn it! Invite pairs or groups in turn to read their predictions to the
• Read the sentences aloud and ask students to translate them class. Ask the other students which predictions they think will
into their own language. Elicit the numerical versions and come true.
1 1 1
write them on the board ( 3 , 4 , 2 ).
• Elicit or point out that for most fractions we use a + third / Further practice
quarter / fifth, etc. + of, but with half we don’t use an article: Language summary, Student’s Book page 57
half of the class NOT a half of the class. Grammar, Workbook page 35
• Ask students to copy the examples into their notebooks and Grammar reference, Workbook pages 96–97
write a note to remind themselves of the common error. Grammar worksheets, Tests and Resources Multi-ROM

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 4.3 Around the world Culture note
The colour red in China represents success, beauty, happiness
Reading and Vocabulary and good fortune, so money is given in red envelopes to
bring good luck.
Aims
Five-yen coins have been considered lucky in Japan since
•Read a text about some old traditions connected with money.
their introduction in 1870. This is because the Japanese
•Understand new vocabulary in context. words for ‘five yen’ sound similar to the words for ‘good luck’.
•Learn about the present continuous for future arrangements. Traditionally, people put a five-yen coin into a new wallet
•Ask and answer questions about money. before inserting any other money.
•Write about something that is special to you. The traditional Christmas pudding is made several weeks
7 Develop competence in linguistic communication. before Christmas in the UK. Coins are put into the pudding
and kept by the people who find them when the pudding is
3 Develop competence in cultural awareness and expression. eaten. The idea is that they will bring wealth to those people
v Reading preparation in the coming year.
• 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
money that exist in their country.
• Focus attention on the map. Elicit what students know about
these countries, e.g. the weather, sports, films and TV shows, etc. • As a class, elicit and discuss any interesting traditions and ask
students if they follow any of the traditions mentioned.
• Focus attention on the photos of the two women. Tell
students these show traditional life in the Solomon Islands. Exercise 3 $ 1.34
Ask: What do you think life is like for people there? What do you
• Invite a student to read the questions aloud. Make sure that
think the women are doing?
students understand currency.
• Encourage students to speculate and share their ideas with
• Focus on the top four photos on page 53, and ask students
the class.
what currencies they think these show. Elicit a few ideas, but
Culture note don’t confirm them at this stage.
The Solomon Islands • Play the recording for students to read and listen to the article
and answer the questions in their notebooks.
The Solomon Islands are a group of volcanic islands to the
north-east of Australia. The climate is tropical, with a wet season • Check answers with the class, and make sure that students
and a dry season, but warm temperatures throughout the year. understand shells, whales’ teeth and animal skins.
The islands were colonized by Germany and Britain in the ANSWERS
nineteenth century, and by 1900 all the islands had come 1 They are whales’ teeth, stone, salt and shells.
under British rule. They remained under British rule until their 2 They use shells in the Solomon Islands.
independence in 1978. Today, they are still a member of the
British Commonwealth (an organization of former colonies). Exercise 4
English remains the official language in the islands, although • Ask students to correct the sentences in their notebooks.
it is only spoken by 2% of the population. Melanesian pidgin • Check answers with the class.
is the language most widely spoken, but there are over ANSWERS
100 other indigenous languages. Tourism is now a growing 1 Shell money is an old currency.
industry in the Solomon Islands. 2 Shell money is one of the currencies you can use in the
Solomon Islands.
Exercise 1 3 The main use of shell money is to arrange weddings.
• Read through the sentences with the class. Check students 4 A man gives his future wife’s mother shell jewellery.
understand pudding. 5 The colour of the shell is important.
6 Creating the shell money is hard work.
• Ask students to guess where the traditions come from and
match them to the countries. Remind them to write the v Reading extension
answers in their notebooks. • A short reading comprehension on an article about stone
• Check answers with the class and ask who guessed correctly. money.
ANSWERS Did you know?
1 China 2 Japan 3 Britain
• 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
• Focus students’ attention on the highlighted words in the objects. Encourage other students to ask questions about the
article. With a weaker group, check that students understand objects.
all the words. v Culture video: Harris tweed
• Ask students to read the text and write the missing words in • Duration: 3.22 minutes
their notebooks. • Topic: A famous Scottish brand.
• Check answers with the class. • Video worksheets to accompany this video are available on
ANSWERS the iPack Resources tab.
1 getting married
2 wedding Focus on … History
3 bride • Read the task with the class and make sure that students
4 groom understand Middle Ages, war, baron and knight.
5 valuable
• Divide the class into pairs to discuss the questions and guess
v Vocabulary practice the answer. Elicit a few ideas, but don’t confirm the answer at
• Interactive task to practise the vocabulary. this stage.
• Ask students to do the CLIL extension on page 126.
Exercise 6 Language point
• With the class, read the information on the present Further practice
Reading, Workbook page 36
continuous for future arrangements. Point out the difference
CLIL worksheet Unit 4, Tests and Resources Multi-ROM
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.
ANSWERS
1 We are meeting outside the cinema at 7 p.m.
2 What are you doing this weekend?
3 He isn’t having a party for his birthday.
4 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 Develop social and civic competence.
7 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
Listening and Speaking exercises 1 and 2.
Aims Divide the class into pairs and ask them to try to remember
what the people are saying in each picture.
• Listen to a telephone conversation about going shopping,
and answer questions. Elicit some possible answers, and then allow students to
uncover the speech bubbles again and check. See who
• Predict the end of the story. remembered all the speech bubbles correctly.
• Learn functional language for paying for something in a shop.
• Learn about syllable stress in adjectives.
The following notes refer to material on Student’s Book
5 Develop social and civic competence.
page 55.
7 Develop competence in linguistic communication.
6 Develop mathematical competence and basic
Exercise 3 $ 1.37 Audio script pT139
competences in science and technology.
• Invite a student to read the question and the possible answers
Warm-up aloud. Ask students which answer they think is correct and
• Focus on the picture story. Ask: Where are the people? What are why. Elicit a few answers.
they doing? Elicit that they are shopping. • Play the recording for students to listen and check their ideas.
• Ask students about their shopping habits. Ask: Do you enjoy • Check the answer with the class.
shopping? How often do you go? Who do you go with? What do
ANSWERS
you enjoy buying?
a Jake buys the DVD in the music shop.
• Elicit a range of answers from students. Encourage as many
students as possible to join in and talk about their own Exercise 4
experiences and opinions. • Ask students to read the dialogue through quickly, ignoring
the gaps, to get the gist of it. Ask: Did Jake’s mum like her
Exercise 1 $ 1.35 Audio script pT139 present? (no)
• Tell students they are going to listen to a telephone • Focus students’ attention on the words in the box. Make
conversation between Jake and his friend Lucy. Allow
sure they understand them all and model the pronunciation
students time to read the questions.
if necessary.
• Play the recording for students to listen and answer the
• Ask students to read the dialogue again and write the missing
questions.
words in their notebooks.
• Check answers with the class.
• Allow students to compare their answers in pairs before
ANSWERS checking them with the class.
1 Liam is having a party tomorrow. • Invite two students to read out the completed dialogue.
2 Jake wants to buy him a DVD of his favourite band. Alternatively have students practise the dialogue in pairs.
3 He is going to b) a department store and c) a music shop.
ANSWERS
Exercise 2 $ 1.36 Audio script pT139 1 comes 2 pay 3 card 4 take 5 cash machine
• Read through the speech bubbles with the class and make 6 notes 7 change 8 return 9 refund 10 receipt
that students understand everything.
Exercise 5
• Divide the class into pairs. Ask them to match the speech
• Read the question with the class and set a time limit of one or
bubbles to the scenes in the picture story.
two minutes for students to work out the answer.
• Then play the recording for students to listen and check
• Check the answer with the class, and see how many students
their answers.
got it right.
• Check answers with the class.
ANSWER
ANSWERS Jake buys a DVD for £12.99 and a mobile-phone case for £15,
A 3 B 5 C 4 D 2 E 1 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 $ 1.38 Language in action
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear. Aims
• Play the recording, pausing where necessary. You may need to • Practise a dialogue about paying for something in a shop.
play it more than once. 5 Develop social and civic competence.
• Check answers with the class by writing the questions and 2 Develop competence in learning to learn.
answers on the board. 1 Develop digital competence.
ANSWERS v Speaking preparation
1 Can I pay by card? • Interactive task to re-order a dialogue.
2 Can I have a refund, please?
3 Can I buy this computer game and this magazine, please? Exercise 9
A Have you got your receipt? • Read through the phrases in the Functional language box with
B Yes. That comes to £40. the class, and make sure students understand everything.
C Sorry, we only take cash. • Invite three students to read the situations aloud. Then divide
Exercise 7 $ 1.39
the class into pairs. Ask them to choose one of the situations
and prepare and practise a dialogue. Remind them to write
• Ask students to match the questions and answers they wrote notes, not full sentences, to prepare the dialogue.
in their notebooks in exercise 6.
• Monitor and help while students are working. Then ask them
• Play the recording for them to listen and check their answers.
to swap roles and practise again.
• Then play the recording again for students to listen and repeat.
• Invite some students to perform their dialogues for the class.
ANSWERS
Can I pay by card? Sorry, we only take cash. Optional activity
Can I have a refund, please? Have you got your receipt? Encourage students to think of their own situation and
Can I buy this computer game and this magazine, please? Yes. practise another dialogue.
That comes to £40. Invite some pairs to perform their dialogues for the class.
Exercise 8 $ 1.40 Say it!
• Focus attention on the Say it! box. Check that students Exercise 10
understand how to count the syllables in words. Say the • Play the video for students to watch and interact with.
word beautiful, counting the syllables on three fingers to v Interactive video
demonstrate. Say the word again, stressing the first syllable
clearly and eliciting which syllable is stressed. Kit’s travels: Unit 4
• Divide the class into pairs. Ask them to write the adjectives Episode 4: Kit discovers chips and ketchup. Nathan helps him
in their notebooks and then underline the syllable that is buy some new clothes.
stressed in each one. • Duration: 7.45 minutes
• Play the recording for students to check their answers. • Topic: Visiting a cafe and a clothes shop.
• Check answers with the class, and then play the recording • Task: ‘Your turn’ – ask for a refund. Interactive – choose
again for students to repeat. something in a shop.
• There are follow-up exercises for further practice on page 133. • Video scripts are available on the iPack Resources tab and the
ANSWERS Tests and Resources Multi-ROM.
beautiful exciting important national surprising v Dialogue practice
valuable
Students can work in pairs or small groups to practise the
Optional activity dialogue on the iPack.
Divide the class into pairs and ask them to write a sentence Further practice
using as many of the adjectives from exercise 8 as they can. Functional language, Vocabulary reference, Workbook page 133
Ask pairs to swap sentences with another pair and read the Pronunciation, Student’s Book page 133
sentence they have been given aloud. Monitor and help with Kit’s travels (video) scripts, Tests and Resources Multi-ROM
pronunciation as necessary. Communication: Pairwork, Tests and Resources Multi-ROM
Find out which pair managed to use the most adjectives
correctly, and praise all students for their good work.

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 4.5 Writing a formal letter of Exercise 4
• Ask students to rewrite the sentences in their notebooks,
invitation correcting the mistakes.
Aims • Check answers with the class.
• Read a model letter of invitation. ANSWERS
• Learn to use and, but, because (of ) and due to correctly. 1 Due to money problems, the club will close down.
• Write a formal letter of invitation. 2 I’d love to come shopping, but I’m broke.
3 We aren’t going out today because of / due to the weather.
7 Develop competence in linguistic communication.
4 She’s working hard and / because she’s saving her money
4 Develop sense of initiative and entrepreneurship for a holiday.
competence. 5 We’re holding an event because we’re raising money
for charity.
Model text
v Language practice
Exercise 1 • Interactive task to practise and, but, because (of) and due to.
• Read through the questions with the class and make sure
students understand them all. Optional activities
• Ask students to read the model text and write the answers to • Write the following headings on the board. Ask students
the questions in their notebooks. to look at the model text again and match the headings to
• Check answers with the class. the paragraphs:
a Why you should come to the event
ANSWERS
b What the event is
1 Her class is having an art show to raise money for charity.
2 There’s going to be music at the show. c How to get there
3 They have booked a shuttle bus because there are parking d Cost, time and place of the event
restrictions in the town centre, so they are asking people Check answers, and then ask: Which paragraph asks for a
not to drive. reply? (paragraph 4)

Exercise 2 ANSWERS
a 4th paragraph b 1st paragraph c 3rd paragraph
• Focus students’ attention on functions 1–3. Ask students to
d 2nd paragraph
read the highlighted sentences in the letter and match them
to the correct functions. • Ask students to read the model text again and find useful
formal phrases for the following:
• Check answers with the class.
1 starting the letter
ANSWERS
2 giving the reason for writing
1 The final year students are holding the event.
2 We think you will enjoy this informal event. 3 asking someone to write back
3 The school orchestra is also going to play. 4 ending the letter
Check answers, and encourage students to use these phrases
Look at language – and, but, because (of) and when they write their own formal letters of invitation.
due to ANSWERS
1 Dear Mrs Davidson
Exercise 3 2 I am writing to invite you to …
• Ask students to find examples of the words in the model text. 3 Please respond to me on …
Make sure they understand the words in context. 4 I look forward to hearing from you. / Best wishes,
• Ask students to copy the rules carefully into their notebooks
and choose the correct answers to complete them.
• Check answers with the class.
Writing task
• Encourage students to copy some of the example sentences v Writing preparation
in the model text into their notebooks, or to write their own • Interactive task to order a letter of invitation.
example sentences to help them remember the language
points. Exercise 5
ANSWERS
• Tell students they are going to write a formal letter of
invitation. Invite a student to read the two situations aloud.
1 but 2 and 3 reason for 4 noun or pronoun
5 because These notes continue on page T57.

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 The following notes refer to material on Student’s Book Language summary
page 56. This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
• Brainstorm some ideas about what each event might be like, testing the language they have learned.
e.g. where it is, who will be there, what entertainment there
v Unit 4 game
will be, etc.
Have some fun together while you revise with your class by
• Go through the paragraph plan and make sure students
using the Lucky Wheel game on the iPack.
understand that they must structure their letters in this way.
• Ask students to write their letters. If they do this in class, go VOC APP
round giving help and encouragement. Remind them to use For individual practice, students who have a smartphone can
and, but, because (of ) and due to correctly. download the free Mosaic VOC APP, which includes wordlists
• Invite some students to read their letters to the class. Their of the key vocabulary complete with audio, example sentences,
classmates can listen and ask more questions about the event. two types of quizzes and a choice of Spanish, Catalan, Basque or
• Alternatively, students could work in pairs to read their Galician translations. Make sure students are aware of its facility
partner’s letter. Ask them to check that their partner’s writing to record personal top scores, which enables them to track
follows the paragraph plan, and that they have used the their progress over time. This is a unique tool which encourages
target language correctly. autonomous learning.
v Writing extension
• A task to write a response to Freya’s letter. Make sure your students use the extensive course material
provided. This includes:
Further practice • Student’s Book:
Writing, Workbook page 37
– 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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 Review Exercise 4 $ 1.41 Audio script pT139
• Allow students time to read the sentence beginnings. Make
Reading sure that they understand everything.
• Play the recording again for students to listen and complete
Exercise 1 the sentences in their notebooks. Pause the recording as
• Tell students they are going to read a text about two lottery necessary to allow them time to write.
winners. Focus their attention on the photo and ask: What do • Check answers with the class.
you think she will do with the money? Elicit a few ideas.
ANSWERS
• Ask students to read the text and write the correct words in 1 He’s going to crawl along the wall because it will be safer.
their notebooks. 2 He won’t fall because he’s very good at this.
• Allow students to compare their answers in pairs before 3 It’ll be easier to jump from one building to another if he
checking them with the class. runs really fast.
ANSWERS 4 The whole course will take about fifteen minutes.
1 won 6 isn’t going to 5 It’ll take him about ten minutes to climb up the bridge.
2 earns 7 annoyed
3 is going to 8 save Speaking
4 pay for 9 prize money
5 spend 10 pleased Exercise 5
• Read the task with the class. Then invite two students to read
Exercise 2 the example answers aloud.
• Ask students to read the text again and answer the questions • Allow students time to think about their plans. Remind them
in their notebooks. they can make notes, but they shouldn’t write full sentences.
• Check answers with the class. Ask: Why do Ron and Jean want • Divide the class into pairs to ask and answer questions about
to continue working? Try to explain their reasons. their plans.
ANSWERS • Monitor and help while they are working and note down any
1 The main difference between Ron and Jean and most lottery common errors to feed back on at the end.
winners is that Ron and Jean aren’t going to stop working. • Conduct class feedback. Invite some students to tell the class
2 Ron isn’t going to stop working because he feels that the about their partner’s plans.
old people he looks after still need him.
3 He’s going to go on holiday to Indonesia and to the next Writing
World Cup.
4 Ron is going to spend some of his money on a Christmas Exercise 6
celebration for the old people. • Invite a student to read the task and the questions aloud.
5 Jean’s children want her to leave her job at the supermarket. Elicit or point out that the questions ask about both plans
6 She’s going to save some of her money for her grandchildren. and predictions.
• Ask students to make notes of their answers to the questions
Listening in their notebooks.
Exercise 3 $ 1.41 Audio script pT139
• Read out the example beginning of the article. Ask students
to write their articles in their notebooks. Monitor and help
• Focus students’ attention on the pictures in turn and ask: as necessary.
What’s he doing? Elicit correct phrases for each picture.
• Conduct class feedback, praising good use of the target
• Play the recording for students to listen and write the language and correcting any errors. Invite some students to
numbers of the pictures in the order they hear them. Remind read their articles to the class.
them to write in their notebooks.
• Play the recording again if necessary for students to check and Further practice
complete their answers. Review, Workbook pages 38–39
Unit 4 Tests, Tests and Resources Multi-ROM
• Check answers with the class.
ANSWERS
A 3 B 1 C 4 D 6 E 2 F 5

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