4666121 Mosaic TG1 PRESS.indb 4 25/06/2014...

4666121 Mosaic TG1_PRESS.indb 4 25/06/2014 16:25

Starter unit T4

Starter unit

Unit summaryVocabularyVocabulary (practised and tested in 1–3 star tasks and tests)Countries: Argentina, Australia, Britain, Canada, China, England, Germany, India, Ireland, Italy, Japan, Kenya, Mexico, Poland, Portugal, Scotland, South Africa, Spain, Turkey, the USANationalities: American, Argentinian, Australian, British, Canadian, Chinese, English, German, Indian, Irish, Italian, Japanese, Kenyan, Mexican, Polish, Portuguese, Scottish, South African, Spanish, TurkishLanguages: English, German, Irish, SpanishThe classroom: bin, book, calculator, chair, desk, dictionary, door, laptop, notebook, poster, school bag, wall, whiteboard, windowPrepositions of place: behind, between, in, in front of, next to, on, underDays of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, SundaySchool subjects: art, English, French, geography, history, maths, music, PE, science

GrammarSubject pronouns and Possessive adjectivesPossessive ’shave gotImperatives

Functional languageClassroom language (practised and tested in 1–3 star tasks and tests)Be quiet!How do you spell … ?Don’t eat / talk in lessons / class.Excuse me, what does … mean?How do you say … in English?Put your hands up!Listen carefully.

Reading, Listening and VocabularyAims• Learn vocabulary for countries, nationalities and languages.• Do a quiz about Mosaic and places students will learn about.• Complete a table with nationalities.

Exercise 1 $ 1.01 Audio script pT135• Ask students to look at the map and do the quiz.

• Play the recording for them to check their answers. Ask which unit they are most looking forward to doing.

ANSWERS1 We learn about elephants in Kenya. 2 In Unit 2, we learn about festivals in India and Hong Kong.

In Unit 9, we learn about a festival in Scotland.3 We learn interesting and unusual facts about schools

in Japan. 4 We learn about a famous tourist attraction in Canada and

the USA. 5 The musicians in Unit 5 come from South Africa. 6 In Unit 6, we learn about a trip around the world. It begins

and ends in Australia. 7 The space centre is in the USA. 8 We learn about a Roman town and cool street art in England.

Exercise 2 • Ask students to copy the table into their notebooks. Point

out the example and explain that American is the nationality, but the USA is the country. Ask students to find the matching countries from the map.

• Check answers with the class.

ANSWERS1 American – the USA 8 Indian – India2 Kenyan – Kenya 9 Chinese – China3 Mexican – Mexico 10 Japanese – Japan4 South African – South Africa 11 English – England5 Argentinian – Argentina 12 Scottish – Scotland6 Australian – Australia 13 Spanish – Spain7 Canadian – Canada 14 Turkish – Turkey

Exercise 3• Check students understand that the first word in each pair is

the country and the second is the nationality.• Ask students to add the words to their tables.

-an -ian -ese -ish

AmericanKenyanMexicanSouth AfricanGerman – Germany

ArgentinianAustralianCanadianIndianItalian – Italy

ChineseJapanesePortuguese – Portugal

EnglishScottishSpanishTurkishBritish – BritainIrish – IrelandPolish – Poland

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

Tests and Resources Multi-ROM.

Further practiceVocabulary, Workbook page 4


Starter unit

Grammar practice• 1–3 star tasks to practise subject pronouns and possessive

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

Exercise 7• Go through the instructions and do the first one or two as

examples with the class. • Ask students to work individually to choose the remaining

correct options and write them in their notebooks. • Allow students to compare their answers in pairs before

checking with the class.

ANSWERS1 My 7 Ireland2 We 8 They3 Canadian 9 German4 English 10 Our5 Irish 11 Spanish6 her 12 His

Exercise 8• Encourage students to use the examples and model

texts throughout the book to help them get started on any exercise. Here they can use David’s introduction and simply substitute their own information. Stronger and more confident students might like to base their introductions on Georgia’s text, again substituting their own information.

Further PracticeGrammar, Workbook page 4Reading, Workbook page 4

Reading

Aims• Read a short blog introducing a family.• Match answers to questions.

Exercise 4 $ 1•02• Focus attention on the photo next to the blog. Explain that

they are going to hear the boy talking about his family.• Play the recording and ask students to read the blog as they

listen. Ask them to identify the country that Aidan and Heidi live in.

ANSWERSEngland / Britain / the UK

Exercise 5• Ask students to read the blog again and match the answers in

the box to the questions.• Check answers with the class and go through the meanings

of the words if necessary.

Did you know?• Draw attention to the Did you know? box at the bottom of the

page. Students who are interested in languages might like to do some research on the internet into which countries have English as the official language.

ANSWERS1 British2 English and German3 Scotland4 Germany

Grammar – Subject pronouns and Possessive adjectives

Aims• Learn subject pronouns and possessive adjectives.• Choose the correct options in a text.• Make personal introductions.

Grammar animation• Presentation of the form and use of subject pronouns and

possessive adjectives in context.

Exercise 6• Ask students to copy the table into their notebooks.• Explain the meaning and use of subject pronouns and ask

students to find examples in Aidan’s blog in exercise 4.• Explain the meaning and use of possessive adjectives. Ask

them to find examples in Aidan’s blog and to put them in the right gaps in their tables.


ANSWERS1 your 2 his 3 our

T5


Starter unit

ANSWERS1 False. The calculator is on the desk.2 False. The posters are under the desk.3 True.4 False. The dictionary is in the school bag.5 True.6 False. The door is next to the window.

Vocabulary practice • Interactive vocabulary task.

Grammar – Possessive ’s

Aim• Learn the use of possessive ’s with singular and plural nouns.• Write sentences using possessive ’s.

Grammar animation• Presentation of the use of possessive ’s in context.

Exercise 4• Ask students to copy the rule into their notebooks.• Read the example sentence to the class pointing out the

position of the apostrophe at the end of students’ and teacher’s. Check they understand the words singular and plural. Point out that an s at the end of a word usually means that the word is plural, e.g. book – books.

• Explain that the ’s at the end of teacher’s is an indication of possession: the desk belongs to the teacher. With students, there is already an s at the end because the word is plural. To make plural possessives, we put the apostrophe after the s. Write s’ and ’s on the board and ask students to put them in the correct place in the rule in their notebooks.

ANSWERS1 ’s 2 s’

Grammar practice• Interactive grammar task.

Exercise 5• Look at the example with the class. Elicit or explain that Katy

is singular. Remind them that we use ’s with singular nouns. (If anyone asks, the apostrophe in It’s in these sentences has nothing to do with possession; it is a contraction of it is. Students will learn the present simple of be in the next unit.)

• Do the first one or two as examples with the class. • Check answers with the class.

ANSWERS1 The students’ books are next to the door.2 It’s Rob’s book.3 It’s Tessa’s notebook.4 It’s James’s school bag.5 The girls’ pencil cases are on the desk.

Further PracticeVocabulary, Workbook page 5Grammar, Workbook page 5

Vocabulary and Listening

Aims• Learn words for things in the classroom.• Use prepositions of place to say where things are.• Identify true and false sentences.

Vocabulary presentation• Interactive task to present the vocabulary with pictures

and audio.

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

Tests and Resources Multi-ROM.

Exercise 1• Ask students to write the numbers 1 to 14 in their notebooks

and to write next to them the correct words for the things shown in the picture.

• Check answers with the class. Reinforce meaning by calling out the words at random and asking students to point to these things in your own classroom.

ANSWERS1 door 6 school bag 11 desk2 wall 7 laptop 12 books3 window 8 chair 13 notebook4 whiteboard 9 posters 14 calculator5 dictionary 10 bin

Exercise 2• Teach the meaning of the prepositions of place in the box,

using objects in your own classroom to demonstrate. When demonstrating words like behind and in front of, make sure you show them from the students’ point of view.

• Ask students to find the notebook in the picture and go through the example with the class. Then ask students to work individually to complete the remaining sentences in their notebooks. Go round monitoring and giving assistance.

• Allow them to compare their sentences in pairs before checking with the class.

ANSWERS1 in 3 between 5 behind2 under 4 next to 6 in front of

Exercise 3 $ 1.03 Audio script pT135• Tell students they are going to listen to someone talking

about the picture. Some sentences will be true and some false. Ask them to listen and decide whether they are true or false.

• Play the recording, pausing it where necessary to allow students to decide if the information is true or false.

• Check answers with the class. Encourage them to correct the false sentences as in the example.

T6


Starter unit

• Refer students back to the example and point out the short answer Yes, I have. Elicit what the negative short answer would be: No, I haven’t. Explain that after this mini conversation, Student A should then report the information to the class.

• Choose two confident students to be A and B. Student A asks the next question – Have your parents got bicycles?. Student B replies Yes, they have or No, they haven’t and Student A then reports: Pilar’s parents have got / haven’t got bicycles.

• Continue in the same way with another two students. Help them to choose the correct subject pronouns each time.

ANSWERS1 Have your parents got bicycles?2 Has your best friend got a red school bag?3 Have you and your friends got mobile phones?4 Has your school got computers?5 Has your brother or sister got a laptop?

Grammar practice• 1–3 star tasks to practise have got. Also available on the Tests

and Resources Multi-ROM.

Vocabulary

Aim• Learn the days of the week and school subjects.

Vocabulary presentation• Interactive task to present the vocabulary with pictures

and audio.

Exercise 9• Ask students to copy the sentences into their notebooks.• Ask them to look at the timetable and identify the school

subjects. Explain that the names of the subjects are at the beginning of the sentences. Ask students to look at the names of the days of the week and say the names of the two that are missing – Saturday and Sunday.

• Read the example aloud and ask students to complete the sentences in their notebooks. Explain that PE stands for ‘Physical Education’ and refers to sport. Give help with any subjects students are unable to match.

ANSWERS1 Science is on Friday. 4 French is on Monday.2 PE is on Wednesday. 5 Art is on Friday.3 Maths is on Thursday. 6 Music is on Tuesday.

Vocabulary practice• Interactive vocabulary task.

Exercise 10• Ask students to think about their own school timetable. Go

through the example with the class, then ask them to make similar sentences about their timetables.

Further PracticeGrammar, Workbook page 5Vocabulary, Workbook page 6

Grammar – have got

Aims• Learn to use have got to talk about possession.• Complete sentences with have got.

Grammar animation• Presentation of the form and use of have got in context.

Exercise 6• Ask students to copy the gapped sentences into their

notebooks. Teach the use of have got for possession using your own examples: I have got a book. I haven’t got any pens. Point out the use of has with he, she and it.

• Do the first sentence with the class, eliciting what should go in the gap. Ask students to complete the sentences in their notebooks. Help them with number 2 which is a question, so the subject comes between Have and got.


ANSWERS1 ’ve got 3 ’s got 5 have got2 Have you got; haven’t 4 haven’t got

Grammar practice• 1–3 star tasks to practise have got. Also available on the Tests

and Resources Multi-ROM.

Writing and Speaking

Aim• Learn to ask and answer questions using have got.

Exercise 7• Focus attention on the picture. Go through the example with

the class, getting them to notice that he hasn’t got a book (there is a notebook, which is different), but he has got a calculator.

• Ask students to look at the next word and the picture. Elicit the sentence He hasn’t got a dictionary and ask students to write it in their notebooks. Check students understand the meaning of the other items in the box.

• Students work individually to write the other sentences. Go round monitoring and giving assistance.

• Allow them to compare their sentences in pairs before checking with the class.

ANSWERSHe hasn’t got a dictionary.He’s got a notebook.He hasn’t got a pen.He’s got a pencil.He’s got a pencil case.

He’s got a rubber.He hasn’t got a ruler.He’s got a school bag.He’s got a sharpener.

Exercise 8 • Remind students how to form questions with have got.• Go through the example question with the class. Ask them to

write similar questions using the other prompts.• Check answers, making sure everyone has a correct set of

questions before doing the next part of the exercise.

T7


4666121 Mosaic TG1 PRESS.indb 4 25/06/2014...

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