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Reading, Listening,
and Vocabulary
Countries, nationalities and languages

Look a\ The JUoso/c map and do the guic

Look ar the ceuntues and nN‹onaTItI en

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 Starter unit
Unit summary • Play the recording for them to check their answers. Ask
which unit they are most looking forward to doing.
Vocabulary ANSWERS
Vocabulary (practised and tested in 1–3 star tasks and tests) 1 We learn about elephants in Kenya.
Countries: Argentina, Australia, Britain, Canada, China, 2 In Unit 2, we learn about festivals in India and Hong Kong.
England, Germany, India, Ireland, Italy, Japan, Kenya, Mexico, In Unit 9, we learn about a festival in Scotland.
Poland, Portugal, Scotland, South Africa, Spain, Turkey, the USA 3 We learn interesting and unusual facts about
schools in Japan.
Nationalities: American, Argentinian, Australian, British,
4 We learn about a famous tourist attraction in Canada and
Canadian, Chinese, English, German, Indian, Irish, Italian,
the USA.
Japanese, Kenyan, Mexican, Polish, Portuguese, Scottish,
5 The musicians in Unit 5 come from South Africa.
South
6 In Unit 6, we learn about a trip around the world. It begins
African, Spanish, Turkish
and ends in Australia.
Languages: English, German, Irish, Spanish 7 The space centre is in the USA.
The classroom: bin, book, calculator, chair, desk, dictionary, door, 8 We learn about a Roman town and cool street art in England.
laptop, notebook, poster, school bag, wall, whiteboard, window
Prepositions of place: behind, between, in, in front of, next to, Exercise 2
on, under • Ask students to copy the table into their notebooks. Point
out the example and explain that American is the
Days of the week: Monday, Tuesday, Wednesday, Thursday,
nationality, but the USA is the country. Ask students to find
Friday, Saturday, Sunday
the matching countries from the map.
School subjects: art, English, French, geography, history, maths,
• Check answers with the class.
music, PE, science
Grammar ANSWERS
Subject pronouns and Possessive adjectives 1 American – the USA 8 Indian – India
Possessive ’s 2 Kenyan – Kenya 9 Chinese – China
have got 3 Mexican – Mexico 10 Japanese – Japan
Imperatives 4 South African – South Africa 11 English – England
5 Argentinian – Argentina 12 Scottish – Scotland
Functional language 6 Australian – Australia 13 Spanish – Spain
Classroom language (practised and tested in 1–3 star tasks 7 Canadian – Canada 14 Turkish – Turkey
and tests)
Be quiet!
Exercise 3
• Check students understand that the first word in each pair
How do you spell … ?
is the country and the second is the nationality.
Don’t eat / talk in lessons / class.
• Ask students to add the words to their tables.
Excuse me, what does … mean? How do you say … in English?
Put your hands up! -an -ian -ese -ish
Listen carefully.
American Argentinian Chinese English
Kenyan Australian Japanese Scottish
Mexican Canadian Portuguese Spanish
South Indian – Portugal Turkish
African Italian – British – Britain
Reading, Listening and Vocabulary German – Italy Irish – Ireland
Aims Germany Polish –
• Learn vocabulary for countries, nationalities and languages. Poland
• Do a quiz about Mosaic and places students will learn
about. Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on
• Complete a table with nationalities.
the Tests and Resources Multi-ROM.
Exercise 1 $ 1.01 Audio script pT135 Further practice
• Ask students to look at the map and do the quiz. Vocabulary, Workbook page 4
 Starter unit T4
Reading Grammar practice
Aims • 1–3 star tasks to practise subject pronouns and
possessive adjectives. Also available on the Tests and
• Read a short blog introducing a family. Resources Multi- ROM.
• Match answers to questions.
Exercise 7
Exercise 4 $ 1•02 • Go through the instructions and do the first one or two
• Focus attention on the photo next to the blog. Explain as examples with the class.
that they are going to hear the boy talking about his • Ask students to work individually to choose the
family. remaining correct options and write them in their
• Play the recording and ask students to read the blog as notebooks.
they listen. Ask them to identify the country that Aidan • Allow students to compare their answers in pairs
and Heidi live in. before checking with the class.
ANSWERS ANSWERS
England / Britain / the UK 1 My 7 Ireland
2 We 8 They
Exercise 5 3 Canadian 9 German
• Ask students to read the blog again and match the answers 4 English 10 Our
in the box to the questions.
5 Irish 11 Spanish
• Check answers with the class and go through the
6 her 12 His
meanings of the words if necessary.
Exercise 8
Did you know?
• Encourage students to use the examples and model
• Draw attention to the Did you know? box at the bottom of
texts throughout the book to help them get started on
the page. Students who are interested in languages might
any exercise. Here they can use David’s introduction
like to do some research on the internet into which
and
countries have English as the official language.
simply substitute their own information. Stronger and
ANSWERS more confident students might like to base their
1 British introductions on Georgia’s text, again substituting their
2 English and German own information.
3 Scotland
4 Germany
Further Practice
Grammar, Workbook page 4
Reading, Workbook page 4
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.
• Check answers with the class.
ANSWERS
1 your 2 his 3 our

T5 Starter unit
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Subject pronouns and Possessive adjective

Vocabulary and Listening
The classroom

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Grammar Possesslve ”s
Read the sen\en‹e. copy' and complete the rule In
Prepositions of place

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Vocabulary and Listening ANSWERS
1 False. The calculator is on the desk.
Aims 2 False. The posters are under the desk.
• Learn words for things in the classroom. 3 True.
• Use prepositions of place to say where things 4 False. The dictionary is in the school bag.
are. 5 True.
• Identify true and false sentences. 6 False. The door is next to the window.
Vocabulary presentation
Vocabulary practice
• Interactive task to present the vocabulary with
pictures and audio. • Interactive vocabulary task.

Vocabulary practice Grammar – Possessive ’s

• 1–3 star tasks to practise the vocabulary. Also available on
the Tests and Resources Multi-ROM. Aim
• Learn the use of possessive ’s with singular and plural nouns.
Exercise 1
• Write sentences using possessive ’s.
• Ask students to write the numbers 1 to 14 in their
notebooks and to write next to them the correct words for Grammar animation
the things shown in the picture. • Presentation of the use of possessive ’s in context.
• Check answers with the class. Reinforce meaning by
calling out the words at random and asking students to Exercise 4
point to these things in your own classroom. • Ask students to copy the rule into their notebooks.
ANSWERS • Read the example sentence to the class pointing out the
1 door 6 school bag 11 desk position of the apostrophe at the end of students’ and
2 wall 7 laptop 12 books teacher’s. Check they understand the words singular and
3 window 8 chair 13 notebook plural. Point out that an s at the end of a word usually
means that the word is plural, e.g. book – books.
4 whiteboard 9 posters 14 calculator
5 dictionary 10 bin • Explain that the ’s at the end of teacher’s is an indication of
possession: the desk belongs to the teacher. With
Exercise 2 students, there is already an s at the end because the word
• Teach the meaning of the prepositions of place in the box, is plural. To make plural possessives, we put the
using objects in your own classroom to demonstrate. apostrophe after the s. Write s’ and ’s on the board and
When demonstrating words like behind and in front of, ask students to put them in the correct place in the rule in
make sure you show them from the students’ point of their notebooks.
view. ANSWERS
• Ask students to find the notebook in the picture and go 1 ’s 2 s’
through the example with the class. Then ask students to
work individually to complete the remaining sentences in Grammar practice
their notebooks. Go round monitoring and giving • Interactive grammar task.
assistance.
Exercise 5
• Allow them to compare their sentences in pairs
before checking with the class. • Look at the example with the class. Elicit or explain that
Katy is singular. Remind them that we use ’s with singular
ANSWERS nouns. (If anyone asks, the apostrophe in It’s in these
1 in 3 between 5 behind sentences
2 under 4 next to 6 in front of has nothing to do with possession; it is a contraction of it
is. Students will learn the present simple of be in the next
Exercise 3 $ 1.03 Audio script pT135 unit.)
• Tell students they are going to listen to someone talking
• Do the first one or two as examples with the class.
about the picture. Some sentences will be true and
some false. Ask them to listen and decide whether they • Check answers with the class.
are true or false. ANSWERS
• Play the recording, pausing it where necessary to 1 The students’ books are next to the door.
allow students to decide if the information is true or 2 It’s Rob’s book.
false. 3 It’s Tessa’s notebook.
• Check answers with the class. Encourage them to correct 4 It’s James’s school bag.
the false sentences as in the example. 5 The girls’ pencil cases are on the desk.
Further Practice
Vocabulary, Workbook page 5
Grammar, Workbook page 5
 Starter unit T6
Grammar – have got • Refer students back to the example and point out the short
answer Yes, I have. Elicit what the negative short answer
Aims would be: No, I haven’t. Explain that after this mini
• Learn to use have got to talk about possession. conversation, Student A should then report the information
• Complete sentences with have got. to the class.
• Choose two confident students to be A and B. Student A
Grammar animation
asks the next question – Have your parents got bicycles?.
• Presentation of the form and use of have got in context. Student B replies Yes, they have or No, they haven’t and
Exercise 6 Student A then reports: Pilar’s parents have got / haven’t
got bicycles.
• Ask students to copy the gapped sentences into their
notebooks. Teach the use of have got for possession • Continue in the same way with another two students.
Help them to choose the correct subject pronouns each
using your own examples: I have got a book. I haven’t got
time.
any pens. Point out the use of has with he, she and it.
• Do the first sentence with the class, eliciting what should ANSWERS
go in the gap. Ask students to complete the sentences in 1 Have your parents got bicycles?
their notebooks. Help them with number 2 which is a 2 Has your best friend got a red school bag?
question, so the subject comes between Have and got. 3 Have you and your friends got mobile phones?
• Check answers with the class. 4 Has your school got computers?
5 Has your brother or sister got a laptop?
ANSWERS
1 ’ve got 3 ’s got 5 have got Grammar practice
2 Have you got; haven’t 4 haven’t got • 1–3 star tasks to practise have got. Also available on the
Tests and Resources Multi-ROM.
Grammar practice
• 1–3 star tasks to practise have got. Also available on the
Tests and Resources Multi-ROM. Vocabulary
Aim
Writing and Speaking • Learn the days of the week and school subjects.
Aim Vocabulary presentation
• Learn to ask and answer questions using have got. • Interactive task to present the vocabulary with
pictures and audio.
Exercise 7
• Focus attention on the picture. Go through the example with Exercise 9
the class, getting them to notice that he hasn’t got a book • Ask students to copy the sentences into their notebooks.
(there is a notebook, which is different), but he has got a • Ask them to look at the timetable and identify the school
calculator. subjects. Explain that the names of the subjects are at the
• Ask students to look at the next word and the picture. beginning of the sentences. Ask students to look at the
Elicit the sentence He hasn’t got a dictionary and ask names of the days of the week and say the names of the two
students to write it in their notebooks. Check students that are missing – Saturday and Sunday.
understand the meaning of the other items in the box. • Read the example aloud and ask students to complete
• Students work individually to write the other sentences. the sentences in their notebooks. Explain that PE stands
Go round monitoring and giving assistance. for ‘Physical Education’ and refers to sport. Give help
• Allow them to compare their sentences in pairs with any subjects students are unable to match.
before checking with the class.
ANSWERS
ANSWERS 1 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.
He hasn’t got a dictionary. He’s got a rubber. Vocabulary practice
He’s got a notebook. He hasn’t got a ruler. • Interactive vocabulary task.
He hasn’t got a pen. He’s got a school bag.
He’s got a pencil. He’s got a sharpener. Exercise 10
He’s got a pencil case. • Ask students to think about their own school timetable.
Go through the example with the class, then ask them to
Exercise 8
make

• Remind students how to form questions with have got. similar sentences about their timetables.
• Go through the example question with the class. Ask them Further Practice
to write similar questions using the other prompts. Grammar, Workbook page 5
• Check answers, making sure everyone has a correct set Vocabulary, Workbook page 6
of questions before doing the next part of the exercise.

T7 Starter unit
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 Reading and \driting Tlmes

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